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A*B.(lfaiver  -ity  of  Callfbrnla>1914, 

M.^U   1919. 


sultaitted  in  partial  satisfaction 
of  the  require-icnt  a  for  the  dQ£prG« 
of 


DOCTOR  OJ"  HlILOGOHBr 
in 
ISRKJiSPIOH  cffid  BCOIK>lIICS. 

THB  imiVKRSmr  of  CALIK>R2IIA, 


Ill 
fjuoM  COP  comwnB^ 

Introduction,    ......    VI 

.ptor  I.  The  iieed  for  tlio  Case  i-Urtl^il  in  i^ucation  .    «    •    .    •      1 

Lor^e  nuabers  of  student e  and  lone  period  of  coupulooiy 

training* 

Dwiiind  for  training  in  oore  dlTeraiflod  fields. 

Difficulty  of  adiustnent   in  a  oore  conplox  onviroruient. 

The  Siciiool'a  reapuuailJility  in  tru,iuinc  for  citizenoMp. 

Individual  differences  anong  pupils* 
Shapter  II.T^ie  Psychology  Upon  Which  tlie  Cam*  Metliod  in  Sdoeation 

is  Based 12 

ZlMi  teeinnln^o  of  personality. 

Variations  in  honon  eapeteities. 

IBiat   io  n»3ont  tgr  intelli(^enc«» 

The  oeasttreDent  of  intcllir^nce, 

Voxuation  of  liaMts. 

Satisfaction  and  dioaatlofaction  as  sprinc^s  mi  action* 

Heed  for  mi  tmderstonding;  of  outside  influences. 

The  ehiof  prcrequioitos  in  the  proeess  of  education* 

:iiapter  III.3iie0Mt<Ml  Outline  for  a  Complete  Cane  3tuc^ IS 

Ti<Btifio;^tion> 

Health . 

Intelli:.enco. 

Other  noiital  conditions* 

Soliool  history  » 

Sooiol  and  ant i social  reaotiona. 

ABauseuents. 

Associates . 

Worklnc  history, 
yaciily  hint  cry. 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/casemethodineducOOnortrich 


IV 


Honie  condltioTUi* 

I^eiglibozhood  conditions  , 

Hisiozy   8ul>8«<|tMnt  to  leading  scliool* 

.jutoT  IV,  Hofw  to  Make  a  Case  Study *0 

Vaar«  aaA    Umbss 

Careftilly  fornni -'tod  tent-tlv©  outline* 

Stiiiid£i:rdised  soalon  for  jieasurlng  desired  po'\ t^tt> . 

Phygieal  points  and  nedlcal  «xaaciination» 

3>ata  from  School  office  files . 

Personal  olMserfationo  and  estinates  of  teachers. 

Personal  conferenes  with  the  pupil. 

fione  Tisitation* 

Visit  to  place  of  eB9l«fynenl 

yollew-up  of  additional  references* 
Points  to  Guard  Agfeteait 

.^sisiing  a  wrong  aental  attitude. 

Giving  the  apj.^eajrvnes  ef  an  investicntor. 

yori.ettinc  the  excessive  sngeestiMlity  of  cliildron 

Drawing  conclusions  froci  insufficient   d^ita* 

Prejudice  and  ^jrnioisn. 

Forcing  one*B  opinion  upon  the  pupil. 

Slavishly  following  an  outliiie. 

llakinc  a  ease  otuc^  in  its  entir^y  at  any  one  tine. 

AUowing  oane  hictorioo  to  be  used  ty  tliose  who  are 
not  directly  concerned  in  helping  the  pupil. 

jRxpectine  to  coraplotely  understand  a  pupil  even  Jifter 
nalcing  a  caae  ntu^» 
Who  Sliall  MaJce  the  Case  Study. 


taiapier  V.     Tlic  Use  of  the  C«ae  3iud^. 49 

79T  9br«fit8,  7each«r9*  aad  School  Prinoijiais: 

In  iielpine  toachcro  tliiiik  in  temo  of  pupils  and 

their  developaent* 
X  n  discoveriflig  oattses  of  failure  in  oohol^ir^iip. 
In  groiqiine  pupils  into  claaocs. 
In  tmderntandin^  mapile  and  in  suitiilf  SMlheds  t» 

tiieir  needs* 
Xn  detoXQlnine  the  oeaount  of  work  tliat  a  pupil  is 

eapaKle  of  doing* 
Ib  eecurint'  the  eorxii^wnai  ef  JuTonile  defect  i yob 

to  proper  inotitutlona. 
Other  ueeo. 
J?or  Scliool  Adainiatrcvtorai 

Xn  the  foruulation  of  edueational  policies,  aa  re- 
eairda  type^  of  schoulo  to  be  establiohed,    and  the 
neekinc  of  special  problaia  3uch  cms  health,  Aiier- 
ieanisation,   and  extrtt^nural  cooperation. 
(hapter  VI  Qmmaxy  and  Concluoions 123 

3ibliocra3pifr  • • •    1^5, 


XHfRODOCriOH. 
ptiraatt  *«a8e  xietltod**  has  tw9  eonaotatlons;   In  the  atud|y  of 
■ubjects  which  are  derelopinc:  instead  of  static,    it   is  often  used  as  a 
BOtliod  oi'  instruction,    av.  in  luu  or  u2«dlcine;    out   for  the  purposes  of  this 
thesis,   the  ee««  method  to  uoed  in  its  other  connotation,   \7!iich  is  a  nod« 
>f  diocoTerinc  th  e  n««d8  of  cm  individual* 

It  io  in  thio  asaam  sen«f«  thit  the  ]^ira89  *eaa«  oetlMd**  is  U8«d 
Ln  varloug  r^linRoo  of  nooial  relief  wox^«     Here,   a  8«pfla«t«  etut^  ie  nadle  of 
iooli  iiiuividual     Buffering  adToreity  and  such  trG;:tnent  io  n.^n)liod,Trhich^ 
Ln  the  li{ht  of  all  f  .ctora  dlscovored,    eAfltti  fitted  iMet  to  adjust  the 
Lndivldii^a  to  all  pliooeo  of  Iii«  Mivixwonent •     Case  studies  torn  ths  Itosis 

Intcllicent   relief  ly  phyalolans,   lay  charity  ore ^nii'.at ions,   ly  ponal 
Mid  refoznatoxy  InBtitutions,  tj^  institutions  for  amial  defectives^  and 
y  boards  of  voc -tionij.  viiitution* 

Until  recently  an  individual  has  received  little  ntuc^  as  a  dis* 
>inot  personality,   imless  he  t»ers  so  poorly  adajAsd  to  Ms  environiicnt  th  it 
le   L/oc^>.e   oitlicr  an  inotitutiuual  or  an  out-relief  coos* 

Ihile  the  aim  of  education  ia  often  defined  as  adaplkation  to  on" 
rironiient,   tac   ocliool  ha  heretofore  ttode  little  atut^f  of  tlie  yrocess  of 
adaptation  for  a  L'iven  pupil.     The  prevolline  nothod  has  been  to  talco  little 
ificount  of  the  assets  and  liabilitioo  of  the  indivi dura  rvunll.     Witliout 

ion,   the  eletientriry  school  received  all  children  or  the  clironoloc- 
ciO.  are  of  six,   the  developed  and  the  \indevel«ped,   the  sick  and  the  v-cll, 
..     -.  oijle-ninded  and  the  nonat-JL  into  the  some  class,  '^lere  all  were  GXm 
pectod  to  •swtaisw*  at  the  s^aat  rafc«  a  certain  ojioimt  of  inctruction,     ThoMr 
f.o  mirvive*,   and  only  a  SEsall  per  cent   did,   entered  high  school.     Hers 

-in,   littlo  or  no  account  "sas  taken  of  indlviduril  differences;  as  a  re- 
^lULt  the  percentage  of  school  fatalities  lias  been  Ofxoeedin{::ly  liic^* 

In  inatoncMi  tdtere  different liAiea  was  xaads,   it  \r-in  done  liy  the 


VII. 

»bseryatloncLl  aethod,   often  lay  tmoiaimra  lackin;;  in  th«  rnufwer  of  rliocrlnina- 

jA.     Opinions  conoeminG  pupils  vi&re  fozEted  in  a  ooro  or  1«88  haphazard 
Lanncr.     A  child  was  •good*or  •■bad*,  or  "ottipid*  or  "bpi^t",    yid  tho  iiattcr 
faa  too  oX't CH  consldemd  settled.     The  tendency  mio  to  aceepi  %im  *aeadeiiio 

les"  rather  ungracioualy  aa  'neeesaar^  phenoiiwm  of  t3ie  norcua  curve 
»f  distributiun"  or  olae  oueBaarlly  to  disniGs  tli«a  oa  a  geuor:^!  charge  of 
Ijicoi.petency,     A  very  euperior  pupil,   on  tii«  other  hand»  waa  often  not 
liotlnrnialied  fron  the  madioceT*,   and  timrtttfvm  net  (tlvon  t  mining  to  develop 
oitioB  to     their  full  extent.     Individualization  of  oducationiil 

4SPooia  denaade  the  caae  aatliftd* 

/ 
In  the  field  of  eduoation,   oaa*  oethed  neqr  ^  dftflned     '^    ^     ode 

>i   'locovcringthe  eduoationol  needs  of  on  individura  child.     It  ijticludes 

i  L^tudjr  of  tlie  pliyoical,  aental  oad  eocial  |diae«e  of  each  pupil •»  life,  with 

ifae  idea  of  diaoovorini  Individu.-U.  needa  and  e«|MM»itiee  eo  t.ut  training 

iflQr  "oe  offered  muta.  as  tfill  bring  about    ia  CQS3$LLete  an  adjustnetit  to  all 

jf  nin  enviretttsent  aa  the  lndiYidual*8  native  endewiaents  will  pemit. 

?rou  tho  autIior*a  viewpoint,    each  ln<IiviUu;il  inipil  Is  a  '*eao**,   fwwa  the  difr 

le  rc^^^iatcre,   all  i2iaJi«i  of  vliouc  individual  dereloieietit  uust  be  conaldared 

Lf  ho  ic  to  receive  the  LiaxioLoa  Itelp  fjPOQ  the  ecliool. 

iSliiie  tlie  oliief  uoe  of  the  oaea  sietliod  in  ediMWition  \7ill  be  for    "^ 

iiaonootic  purposee,  the  result  of  the  iadividuallsatiGHa  of  e^oationcA 

lliii;iu;jia  '.yill  uiidouutedly  be  chaif^^   in  curricula*   in  notliode  of  preaent- 

sttbJCK^t  natter,    and  in  adciinistrative  policica.     7lie  apeoiaX  need  foor 

;he  caaa  EMithod  in  edaeation  io  dieesaned  in  tho  follavinc  ete^eor* 


1. 

CIIAEPSR  I. 

TIES  smciAL  TTanp  ron  tus  cask  itspnoD  iir  .-roncAffiou. 
yam  Biia^T  9t  t?^^<^^ntfg.^jBOftajs.jioyAa4  9t  trato3>Bg»    ^^^oe  the 

tirly  di^8  in  tliis  countiy»    edaoation  has  been  intended,   at  leant  tlieorcticallM 
or  c%ll   csocial  groupe*     lUmerer,  in  pr  ctliw,   it   io  only  in  recent  years  that 
«  havo  been  lible  to  approach  that   ideal.     Hov  education  i3  cwapulsorsr  for 
tixe  children  of  all  the  people  for  a  period  of  tirie  that  io  being  con- 
t  .ntly  extended*     The  vast  niujtors  involved  are  ahown  "b^  the  report  of  the 
kuKfeifitticca  l>i vision  ef  tint  .Bureau  oX  jiducation,^  v^>.<±i  £;ave  the  total  43nrol«- 
pjll  of  the  public   schoola  of  the  United    3tates  for  tlie  yoar  1917-1918  as 
0,841,204,     In  California,    tlie  rapid  increano  In  the  hi-^  scliool  enroll icnt 

the  pj.at  ten  yearo  io  particiaarly  Qi(jiifiCcmt.     For  the  ye.ir  1909-1910, 
Ik  total  enrolaent  for  the  hi^  acliools  of  Coliforaia**  wa«  39,115;   for  tlie 
e  r  1919-1920*^^  it  vr ac  102,650  or  415  per  cent  of  what  it  was  ten  yearo 

Yious,     Since  the  yoar  1920,  vhen  the  cori^^ulooiy  Part-Tine  Education  Ltjw 
Wft   into  effect,    the  hi^  ocliool  enroli.ient  has  "bo en  further  incroased  ty 
Wglf  tlioueando.     The  increaaing  m£.ibcro  of  otudento  in  our  b<^ioo1«  luia  been 
Iphepanied  by  a  loDOGninc  of  the  lnonledce  of  the  ochool  in  refjard  to  the 
jv.  e  conditionc  and  the  peeuli^^ir  problOBie  of  each  pupil.     A  Ejore  conscioun 
jjitific   study  of  each  has  becooe  neccosaiy. 

^  tt^nim  JmmSaiA  in  Mflft  ^k^m^Ln^xAJX^iSL*     At  one  tiiae,  edw 

Iwlon  prepared  alnost  excluoively  for  the  r'i'ofeseions.     In  fact,  the  eulj- 
wicto  tauGht  iffere  of  euch  a  nature  that  the  longer  a  boy  went  to  scliool,   the 

r  csera^  he  traa  txtxa.  all  vocaticmo  except  the  TTofeoniorio.     Ilorrevcr,  with 
tie  br<i;.j:uoUTj  oi  the  ap,  renticeeiilp  sfysteLi*  xs.iica  cuiiJinated  in  tlic  early 

vice,   there  rirose  a  oerious  oocial  problea.     The  quention  o.aae  up  as  to 
IO   aiiould  jKxy  the  coot  of  induotrial  and  vocational  education.     The  labor 
riioas  held  tliat  the  Stato  flhould  pegr  the  coot;   the  enployers  held  that 


^ 


I'  T^cvi^y-Tourth  Biennial  Report  of  the  3upt.  of  Public  In3traction(l910)p,27 
"it.  of  Interior,     bureau  of    Education  IkAllctin,   1920,  IJo«  24,   Statlatica 

KX  T^enty-nintll  .*of  Public  Inotruction(l9'^'^)p,109 


2. 

parents  sliould  pay  for  educating  UmMIt  «im  chlldron  but  no  other  children, 

HJpi  passage  of  federal  aad  State  Aeto,   providinc  noney  for  Tocational  cdii- 
cation  li.u  rucoffiised  and  labeled  it  us  a  national  and  a  state  xurol^ea.     The 
e.:tQnt  of  th©  probloo  is  aha^m  Icgr  the  fact  tliat  approximately  nincty-nina 
^    r  cent  of  the  p  opulatlon  do  not  pass  throuc^h  the  courses  of  collegiata 
or  proxesslanal  selieols.    Tet  tills  ninety-nlne  per  cent  cmat  iso  trained  to  do 
tl.  r  part  of  the  industrial,   coiaoercial,   doncDtic  and  agricultural 

work  w^   <.u9  nation.     It  has  bewnaa  a  part  of  tlio  problen  of  tlic  acliool  to 
help  the  youth  in  liic  selection  of  one  of  the  tliouaands  of  occupations  opsa 
todsy,   as  -well  as  to  aanint  in  hia  training  for  that  affiliation,     nuch  help 
n  ij©  civon  to  graotost  auvaniage  only    JTter  a  casa  atud^  of  ench  pupil  is 

the  education  needed  to  jaovit  the  leas  conplex  industrial  conditions  was  not 
.  opeciallsed,     i\irtlieriiore,  a  child  could  tiien  adjust  hizsaelf  aort  grate* 
ally  to  liia  social  environaent  •     Ua  grew  up  with  a  Imawledee  of  the  nature 
of  the  occup.it ion 3  in  1U.S  snail  coouunity  and  GradaalOy  beoiSM  skilled  in 

3  of  tl]«a  as  he  vos  able  to  share  in  the  trork,     jSov,  at  a  tine  «3ten  spa* 

ciawlaation   (;.  ocial   qualiiicotiono  includlne  special  training)   is  required 

r  saacaas  in  nary  and  oomplax  fields^  not  only  the  problem  of  vocational 

tr.'vinine*   but  also  help  1^'  the  goidanoe  of  youth  in  the  oeleotiou  of  voca» 

jnal  object iTTea  and  piacera«it  Is  being  referred  to  the  public  aohaol.    The 

vion  of  this  last  problaa  re<|ulvas  thit  the  pnQiil  ba  azpooed  to  an  on* 

Yirorcient  irarled  enou^  to  develop  difforwit  intercnt«.     Out   of  t;ic::o  co  a 

;a1  interests*  irtiioh*  tacetlior  with  f.icto  conccmlnc  different  vooatimia 
lialp.    to  nake  choice  on  tlie  port  of  tlM    npil  ^'osaible,    Tew***;   to^ather 
th  oboervtitlonal  records  of  instructors,   are  also  coninc  to  plc^'  a  part 
Wgk  the  pupil*s  selection.     The  problem  of  lidjustiaent  in  the  presoit  coimlf^x 
industrial  order  is  further  coaplieated  ly  the  fact  that  the  St^ite  oannot 
tifi'ord  to  have  its  citizons  trained  ncriely  as  vozkers  in  aozae  trade,   indue* 
tiy,   or  even  professl<A« 


lione  und  tlie  clxurch  foxnerly  ti— a«d  th«  gM«il4Kr  park  of  the  rosponsibility 
for  training  in  ideals,    oociol  conociouaneaa,   citiscnnhlr)  nnd  arroenstion; 
Tlio  noi(;;ii>orhood,    the  ciiurcli  and  tiie  iioioe,    in  a  siiiplor  state  o:     ;   -Jet-  ,  vo^e 
for  Um  laest  part   adeciiat*  socializing;  orcono,     IIcrmTer,   in  the  last  ccntuzy« 
"-■  naa.  have  be«a  drmm  into  laiQf»r  and  laiv*^  fftou]^,  the  new  a^Kiial  ifrder 

3  presented  sueb  difficulties  of  MtflAl  ad^usiBttiks  ttM*  the  piNMiMit  daor 
child  la  searcely  aisle  to  fit  into  it^   and  live  a  sntisf  .f^torr  life,  unless 
til  i;a   relations  arc  u^da  a  store  «oaiioiou8  elCEsent  in  his  foxaaX 

training*       Tba  e^rsaiast  problem  that  the  school  faess  tod.M3r  is  him  to  prc- 

ior  ths  eosfdascy   econonic  and  cirie  life  in  a  dsBSCincgr,  v^imt 
do:  u  Le  of  rislnc  to  the  level  of  abstract  theit|^  mA  sons  ars 

not.     This  preparation  re<:^lrco  training  for  vrork,  training;  for  he:\Lth, 
training  for  pamathood,   training;  ss  that  p^jO-e  trill  havs  leisure  (an<l  rrhan 

qy  ]iij.ve  it,   g«t  both,  enjoyraent  oiid  profit   from  It)  and  traininr;  for  social 

rticlpations.     7he  training  in  thess  natters  received  in  tho  public  schools 
will  not  only  ba  Toricd  in  kin  a,    uut  oleo  in  crtaantity,  for  no  two  pupils  are 

kctly  alilce. 

IiBlliilL'rtftMlJL  f lii tirtiUmHH  JMiM  mmtnili     ^^^  nmA  tor  the  sana  netliod 
in  edoaatlon  Is  broucht  out  lasst  stTiklaglsr  «htB  «»«  «>nslders  the  Indl- 
'riUu  :i   ^  ifferenees  aaong  pupils*    Ths  heoe  and  social  enTironncnt  of  t>ie 
ittuucnts  In  ooQr  sohaol  is  axtreiieily  di versified*     Sbr  ecRssqpls,   recently,  on 
registration  djo^  at  a  hl||i  scliool,   oaa  i4(udent  vt}u>  enrolled  tms  a  littis 
iock-sved  Italian  tsrlth  a  nlnchr     fnwss,   Alrlgr  htmSm^  and  soiled  clothing* 
lie  llstsA  his  fatlier*s  occupation  as  that  of  seavonror.     7}io  hone  adAMMW 
t]:  gioirm  xmm  In  tho  poorest  district   in  the  city.   In  a  nsichborhood 

Icnown  to  the  school  eliiefly  baeaniss  of  its  lev  azaawsnsaits  aad  ganca  of 
rt  :.     Tills  youth  explained  in  no  uncertain  teins  that  he  cane  to 

ucliool  bsMuiss  the  lam  «Ma^«llsd  Mn  to,   aad  that  hm  Sixpected  to  staQr  only 
until  he  \7an  old  «Bon|#t  to  u>t^  a  fxill-tlne  voxking  psrralt*     He  aok  d  to 


4. 

/c        :    loul  jfW^enm  arraac«d  tliat  ^vould  pex&it  hia  to  finlrdi  his  woxic 
ily  at  an  eaUy  hour  in  the  afternoon,    «o  that  h«  would  have  a  lons«P 
ti-iO  to  e«ll  paporo. 

The  n«xt  in  line  to  register  trae  a  bc^,  well  deTeloped,  «ell- 
Iprooncd,    and  courteous  in  aHHnmr*     Be  listed  Me  father's  occupation  as 

.at  of  a  mirewon*     The  registrar  reoognised  the  father's  nasie  as  that  ef 
one  of  tlie  foreaost  opocialiats  in  the  country.     The  addxttee  itioved  tlMI 
the  hon*  «as  located  in  a  eel^^  residential  diotrict.     Tliia  boy  esq^lained 
that  he  waa  preparing  for  the  Collide  ef  Hedicine,   and  nae  anxious  to  Imew 
ii'  he  had  sel^rted  the  pareper  xaatriculation  subjects, 

ao<di  e3aHQ»lee  as  these  »   showing  -vnyiatlon  in  hone  rmA  eooial  on* 
vironneiit,  can  \m  laaltijAlWi  in  aagr  elass  in  a  large  city  seteel*     Thene  are 
yr;.riations  vhieit  xanst  be  conoidcred  but  ti^iich  can  be  expressed  in  only  rel::^* 
tive  tezns»     Hevererf  there  are  individuaX  differ«»e8  that  oan  be  ex» 
preaoed  uat ha lati colly,     ^one  the»«  are  age»  height,  wei^^  and  quality 
and  quantity  of  prcrlous  aeadNnie  teewuplialBaent ,   as  ehewn  ^  school  rrt^dMi* 
l>i  liorottoes  in  gtsMomX  intellic^nce,  in  so  far  an  thegr  cum  ha  Beamred  iQr 
pret^ent  Ca^  ncatal  teote,   can  aim  be  expressed  aatheraatic;aiy. 

Xer  sxaE^le:     The  eaneral  intelligence  (as  sliotm  ^  rroup  in- 
tclii^tttea  q|uoti«Eits  ol^ainod  froa  the  Teman  Group  toats  designed  for  diil- 
tlren  of  Hi£^  Scliael  age)  of  one  hundred  and  twenty-six  low  tenth  f^rade  boys, 
iBitcrizig  the  Bezlcelegr  Hi(jh  School  on  Januazy  '^S,   19^2,   raogeA  fsecsi  74  to  142. 
Ithe  facts  are  presented  in  %hm  grafl^  on  page  6.     Tho  groups  show  Prof.  Terw 
Bian'a  rating  ef  level f?  of  matetol  intellig«iee  front  yeiy  inforior(in  tliis 
'    ^e  there    vore  uo  students  in  this  greuy)*  sXii^ly  below  ateraffSt  srerage, 
Hlijitly  aboTe  sweraes,  to  superior  and  vcxy  superior.     The  vertical  red 
3.inoo  in  thie  and  the  three  suooeediaff  gn^plis.  repreomit  group  divisions, 
ivad  the  vertical  black  lines,  zaedians*  , 

IPlie  age  ef  these  saoeie  one  hmdred  ;^d  twmtty-aix  boye  ranf^A  front 
13  yrc,    0  i30.   to   IC  yrts,   4  uo.     T  le  nonaal  pedagogical  nge  for  lew  tenth 


Btudents  is  from  15  yra.  9  no.   to  10  yra,   9  rjo,      (»«•  eraph  on  page  7.) 
Sitico  prcKJotiona  occur  in  the  B&tkeley   aclioola  evoiy  lialf  year,   in  nalcing 
the  :;rapli  the  boyo  were  {arranged  according  to  age  in  croupa,  vaiyinc  Igr 
six  aonthe* 

The  hei^bd  and  treicht  of  these  maam  one  hm^red  and  tees^SFMiix 
boys  nua^d  froti  four  feet  aeren  inclica  to  aix  feet  ttjo  inchea,  imd 
oixty-oix  potmdB  to  one  hiBid»ed  and  ninety-two  pounda,  respectively^   (i 
CXarim  on  pages  8*9) 

The  variation  in  quality  aad  qaiantlty  of  one  year'a  previous 
:conpli3lirient   (aa  t^iujmn  Tsgr  sehool  nax^a)  of  the  t-wo  htmdyed  and  sixty- 
'     i  low  tenth  c^ade  pupila  (boys  and  ci^rla)  entering  the  Senior  Hic^  School 
jfrori  the  Berkeley  Junior  Hi^  SehooXa  on  Jcinuaty  ^,\  19S2,   in  ohorni  in  the 

ule  on  p;\fre  10.     The  correlation  lietxreen  rjsneral  intellifjehce  (   as 
aeasureA  ty  a  group  teot),   a&B,  and  both  quality  and  quantity  of  aoaderiie 
Bcoouxjlidteeni  (aa  msaaured  ly  aohool  credits)  is  oi^^nificmt. 


TryTTTrnr 


^ 


CM 


c\ 


2^       ^ 


^ 


Vi 


fr> 


-frf+1iifrtf4i^i-H4H44H4ti44^^ 


'L 


^ 

^ 


--it 

i 

■±t 


hrtTl 


i^!rrllTi|-iriril-':i:i-nirliiiiil7ifh-rtti-tiiilifiri-ii-rrlThiiri-irl-HTlffiTr^TffiH 


rr;T-:r  :'-i"T-~i 


r  -1 1  -1  TT"-r-'  .  rrr:-'-:^  "  "  t  ^'  ■■  t-rr,  rt  !--^-r-t  h-  '  j-i  rn  ^;  t  rtirrt^-t-rrt :  j-rt  ■ 


Table  SSLiomU\&  ^o.  of  3tud€aitQ,  Chronol&i^leal  «i««, 

^anXitgr  ea&  qMantity  of  'JSa^Twac^  Cvsdit  of  a  l^etaX  9£ 
Low  Tenth  Pupils,  Rated  on  a  Seroa  foint  Seale 


10. 
of  Oener.-il 


ate 


sr^ 


Xat6llic;(»ice* 


S  on 
ii  iit«vea  «f 

^e  of        donts 
oeneral  In- 

1itiiili4fitPff*[  f 


=F 


141-130 


CSuPonologleaX  Ae0 


13 


60 


129-116 


OS 


te 


E>4-05 


J.;.   13  yro,  9 
k»  14  yra.  4 

%^^*  14  yra.  0 
il^Toraee  Ac^i 


%HiU^  of  Credit 


vnXtm  of  2*1 


^Him^t±ty  of 
Cjpodit   (Ave«. 

(...  .,  for 

eaeh  ciectbeKr 


0.iri4  yra!  4  .S   Ifll  urtttn  of     I'mn^SI    iS 

ii.  14  yro.   9  lao     15al     °        *  Il^a-*^  9/lQ 
i.    .   "  .   a  a».   44^       •       •III'b-a4»A> 


i£^ 


67 


U.^»  14  :  ra.  V  .o» 

11*  15  yra,  0  i.io* 

J^9%  15  yra.  6  i^o* 

tl.  ^.   14  yro,  11     o.SBfr  viMito  of  1*3-^^3^ 


tmite  of  l*i 


4,004  imit« 


4*^S  wilts 


4,674  unite 


.   15  yrs,  4  lao    114%     « 


^.»'i*  15  yre,  11  no 


^ 


"tJ,'^,.  15  "rs,  d  iao'. 


41 


I.   16  yrs.  0  lae* 
!••  U  IC  yre,  6  at* 

33SSA. 


^ 


loii 


"  lI*o-6iLsJk 


'  3     w-t^t'n  of  I^8» 

1»       •♦  -II'8-:iL_ 


4«^  tmite 


4,050  units  i 


ik4-70 


10 


and 
»low 


iIV^,  15  yrs.  10  '50 
M,   IG  yrs,  9  rso. 
I.*<1«  IT  yrs.  4  -JO. 


■—^-t 


3,37     Tuiits 


S^xe  vore  no  unusual  clroiaieteoeee  inoid<mt  to  the  pgnneiion  of 
8  class  frod  the  Junior  to  the  Senior  High  School.    Tet  the  fisatwrs  of  it 
e  i'     "ner-a  intelH^eoce  f«Bi  70  C.I.t|,  to  141  G.I,q,;   in  chronological 
froti  13  yre.  9  luo.  to  18  yra,  3  liio;   in  (}uality  oi  crodit  i"roa  100  >& 
KlI«o*to  100  >>l»oy  and  in  quantity  of  credit   froti  three  unito  (the  niniiaai 


11. 

nuuber  required  for  entrance)  to  soTen  imlts* 

tlam  pr«o«dlnc  g^apiie  and  table  illttatr  ite  atxae  of  the  dlfferenoos 
between  Indiyidttol  pupils  in  a  single  class,     Thay  also  oorvc  to  show  how 
vide  is  the  mbs*  9t  variation.    Tliis  eatiiiot  be  mttma  8»  oXearly  in  th«  toA^ 
ter  of  lntoreats»    aubition,  htoam  and  eocial  environiaent  and  ftiture  plrma* 
Ho-werer^  pMr«mal  confUnranme  with  mangr  of  these  earae  etudente  led  to  tlie 
belief  that  the  range  of  variation  vae  quite  a«  gfut  hKf,  mm  for  the 
f Victors  wliieh  have  been  charted.     This  eervea  to  show  hem  neeosoaxy  it  ie 
for  the  eehool  to  roco{^a«  tltesM  and  JBaflgr  «ther  uixferenevs  if  it  irtta^ilg 
to  ncet  adequately  the  needs  of  «aeh  pupil* 

faitiniTT*  -  T^  ^aae  n«thod  in  edx»ation  is  needed  bueanse  ff  (l) 
the  Taat  increase  in  tJio  public  scliool  enrolnent,    (2)  the  lonpor  poriod  of 
coupulsory  acliool  attendance,    (s)  the  brealdng  deim  of  the  appront icoohip 
syattm.  ond  the  d«sand  tlmt  the  public  school  offer  training  In  no  re 
diversiflod  occupational  fields,    (4)  the  difficulty  of  adjuatawit  in  the 
couplex  environriont  of  tlie  present,   and  the  reoponcibility  that  is  beinc 
placed  upon  the  school  in  helping  soIts  the  problaa  of  selection  of  voc.>. 
tionul  object iven  and  the  problem  of  placeacnt,    (5)  the  constantly  crowine 
dOLi  vid  u  on  the  school  for  tr  Ining  in  citizentfiip  and  (g)  the  increased 
reuijuiiuiuiiity  of  the  ocbool  in  .lootinc  the  nental,  physical,    social  and 
recreational  needs  of  stndents* 

All  of  these  additional  responaibilities  of  tJw  public  sehool, 
•Iteupled  with  the  now  reoognisad  individual  dif f«3rfflicfts  wjong  atfteol  chil. 
flaren.  xsalce  a  easeful  ease  stu^  of  aaoh  individnal  pupil  naeesoory* 


I 


12. 


CHAPTBR  II. 
THB  PSYCHOLOGY  UPOH  WHICH  THB  CAUS  MBTHOD  IH  KDUCaTIOH  13  BASSD. 

The  scientiflo  basis  for  many  individual  differences,  and 
for  the  understanding  and  deTelopment  of  the  ohild  are  found  in 
certain  psychological  principles. 

The  beginnim;8  of  personality.  —  In  the  beginnings  of  in- 
dividual life  human  personality  consists  of  tne  following  inheri- 
tances: (1)  the  sensory  systems,  through  wiUoh  the  enrlroninent  acts 
on  the  individual;  (2)  certain  simple  but  all  important  tendencies, 
instincts  and  appetites;  (3)  certain  capacities  wiiich  are  wiiolly 
latent  at  first  but  come  into  action  with  development;  (4)  sii-ipls 
powers  of  muscular  action  by  which  responses  are  made;  and  (5)  a 
sense  of  sAtlsf action  or  dissatisfaction  growing  out  of  action. This 
neans  that  all  human  beings  have  the  same  qualitative  make-up;  how- 
ever, it  does  not  mean  that  all  have  the  saas  quantitative  make-up. 

Variations  in  auman  capacities.  —  Differences  in  sensory 
and  neurological  equipment,  in  fact  slight  differences  in  the  total 
oriiianic  equipment  are  now,  for  the  most  part,  taken  for  granted. 
According  to  the  widely  accepted  theory  of  tiie   original  nature  of 
man.  every  individual  at  birth  Is  as  different  in  the  construction 
of  the  cell  combinations  that  aaks  up  the  nervous  system,  as  he  is 
in  external  bodily  features  and  c/iaracteri sties.  Consequently  it 
is  reasonable  to  believe  that  there  are  both  possibilities  and  limi- 
tations in  the  development  of  any  one  normal  brain. 

Hiat  is  meant  bv  intelligence.  ..  According  to  Goddazd,  "Ths 
chief  determiner  of  human  conduct  Is  a  unitary  mental  process  which 
ws  call  Intelligence;  that  process  is  conditioned  by  a  nervous 
mechanism  that  Is  inborn;  the  degree  of  efficiency  to  be  attained 
by  that  nervous  meciianlsm  and  the  consequent  grade  of  intelligence 


II 


13, 

or  mental  level  for  each  individual  is  determined  by  the  kind  of 
chromosomes  thait  come  together  with  the  union  of  the  germ  cells; 
it  is  but  little  affected  by  any  later  influences,  except  such  ser- 
ioW«  accidents  as  may  destroy  part  of  the  mechanism,"   Stem,  on 
the  other  hand,  defines  intelligence  not  as  a  unitary  mental  pro- 
cess but  a8*a  general  capacity  of  an  individual  consciously  to  ad- 
Just  his  blinking  to  new  requirements."^*^  Very  similar  to  the  latter 
is  Dearborn's  definition,  namely, intelligence  is  "the  capacity  to 
learn  or  profit  by  experience."  According  to  Teraan,^  an  individ- 
ual is  intelligent  in  proportion  as  he  is  able  to  carry  on  abstract 
thinking. 

The  measurement  of  intelligence.  —  During  the  paat  few 

years,  the  expression  in  psychology  that  has  been  repeated  perhaps 

most  often,  is,  "The  measurement  of  intelli^^ence. "  While  some 

psychologists  affirm  that  general  intelligence  cannot  be  measured, 

the  majority  are  of  the  opinion  that  its  most  important  phases  can 

be  measured.   All  admit  the  diversity  of  intellecual  capacities. 

yy 
According  to  Binet,    tixe  child  differs  from  the  adult,  not  only 

in  the  degree  and  quantity  of  his  intelligence,  but  also  in  its 

form.   Psychological  studies  of  school  children  by  means  of  standaxdk 

ized  intelligence  tests  have  shown  that  there  are  aauij  grades  of 

intelligence,  ranging  from  idiocy  on  the  one  hand  to  genius  on  the 

s 
other,   Terinan  sxiows  that  in  testing  a  thous^ind  or  more  children 

of  the  same  chronological  age,  it  is  to  be  expected  that  the  range 


X  Human  Efficiency  and  Levels  of  Intellifcjence.  lage  1.  Goddard. 
XX  Intelligence  and  its  i'easureraent:  A  Symposium.  V.A.C.iienmon. 

pp. 196-199.  Journal  of  iid.  Pey. ,  Llay,  1921. 
y  The  Intelligence  of  iJchool  Children.  Terman.  pp.  317. 
yy  The  Development  of  Intelligence  in  Ciiildren.  Binet  -  oemon.pp.lSS 
z  The  Ueasurement  of  Intelligence.   Terman.   Cjiapter  I, 


14, 
in  mental  age  will  extend  from  tiiose  who  are  tiiree  or  four  years 
retarded  to  those  who  are  three  or  four  years  accelerated.   This  is 
in  agreement  with  3tarch,   who  states  that  mental  abiliUes  (includ- 
ing general  intelligence)  range  without  break  from  the  lowest  to  the 
highest* 

Q^her  individual  differences.  —  Children  arc  firot  of  all 
indlTl duals  and  not  types.   "In  the  physical  Ciiaracteri sties  of  the 
sense  and  motor  organs,  in  the  strength  of  instincts  and  capacities, 
and  in  the  nature  of  their  preTious  experiences  and  inborn  and  ac- 
quired interests  —  no  two  children  are  exactly  alike.**  By   the 
time  oi^dldren  enter  the  public  school,  they  differ  from  one  another 
not  only  because  of  different  starts  at  birth,  but  aUo  because  of 
early  development,  training,  and  home  influences,  as  well  as  factors 
of  personal  hygiene.   The  general  causes  of  individual  differences 
may  be  suoMd  up  as  heredity,  growth,  disease,  environmental  faotorf 
and  practice. 

How  to  understand  the  individual  cr^ld.  —  Together  with 
mental  tests,  we  need  the  case  history  of  a  cxUld,  including  an 
analysis  of  the  determining  factors  and  special  Individual  tendencisi 
Out  of  this  may  come  an  understanding  of  needs  and  capacities  of 
tne  individual,  and,  am   a  result,  a  just  treatment  of  each  pupil. 

yormation  of  habl^a.  ..  The  chief  problem  in  the  education 
of  an  individual  is  to  bring  about  the  desire  and  the  ability  to 
make  the  right  Ciioice  of  responses  under  all  combinations  of  stimu- 
lation and  internal  desires.   An  acquired  habit,  from  the  physiologi- 
oal  point  of  view,  is  nothing  but  a  new  pathway  of  discharge  formed 
in  the  brain,  by  which  certain  incoming  currents  ever  after  tend  to 


X  Bduoational  Psychology,   otarch.   pp.  23-26. 
XX  Principles  of  Teaching.   Thomdike.   pp.  68. 


15, 


eaeape.  In  other  words,  /labits  are  paUiwayo  tiwough  nerre  centers. 
The  duty  of  the  school  includes  the  proper  encourageiaent  of  certain 
emotional  assets,  interests,  curiosities,  ambitions  (both  vocation- 
al and  aTocational),  likes  and  dislikes,  as  well  as  of  purely  in- 
tellectual assets  or  knowledge.   Fortunately,  many  of  the  instincts 
and  eiootions  are  paired  and  the  type  of  stimulus  which  the  scuool 
offers  determines  which  one  of  the   paired  instincts  and  emotions 
will  respond  and, by  repeated  responses;  build  up  habits,   riabits 
transfer  into  life  controls  or  ideas,  and  these  in  turn  into  ideals 
which  make  for  a  better  society.   The  case  study  will  reveal  some 
habits  that  need  to  be  broken  and  others  tnat  need  strengthening. 
Satisfaction  and  dissatisfaction  as  springs  of  action.  — 
Whether  or  not  an  action  will  be  repeated  voluntarily  depends  almost 
entirely  on  wnether  the  result  of  the  action  is  "satisfying  to  trie 
organism,"  rience  tiie  need  for  the  teacher  to  recognisse  by  personal 
approval  right  actions  on  txie  part  of  the  individual  pupil.   (Too 
often  misconduct  only  is  noted).   The  part  tiiat  ernotion  plays  in 
the  formation  of  habits  must  not  be  overlooked,  for  it  is  easy  for 
an  eraotion^(to^:eV«itJ  beoomo  a  satisfaction  in  itself.   To  illustrate: 
Occasionally  a  morbid  girl  actually  enjoys  tears  and  the  blues. 
This  is  particularly  true  if  the  effect  of  her  "miserableness" 
on  other  persons  reaults  in  coddling  wxilch  flatters  her  sense  of 
importance;  or  if  hysteria  gains  coveted  ends  at  the  price  of  pre- 
venting a  "scene."  However,  it  is  only  by  knowing  and  understand- 
ing the  hidden  springs  of  action  of  each  student  that  one  can  draw 
correct  inferences. 

Keed  for  an  understanding  of  outside  influences.  —  It  is 
necessary  not  only  to  know  in  a  general  way  the  capacities  of  each 
pupil,  but  also  to  know  sonetiiing  of  the  forces  that  are  acting 
upon  his  life.   A  study  of  the  pupil's  home  and  neighborhood  en- 
vironment shows  to  a  certain  extent  w/iat  sort  of  stimuli  tiie  child 


16. 


is  exposed   to  during  the  nineteen  nours  of  eaoii  day  timt  iie  is  not 
in  school.      If  these  stixauli   are  such  as  to  call  out  the  lower  in- 
stincts  and  eiootions,    it  say  be  Tery  difficult  for  txie  school    to 
offer  strong  and  continuous   enough  opposite  stiiuuli   that  will  pro- 
duce better  habits.      However,    a  knowledtje  of  hoioe  conditions  and 
the  pupil's  own  attitude  toward  life  will  at  least  offer  the  school 
a  basis  for  the  selection  of  those  stimuli    that  will  encourage   the 
growth  of  ideals  fostered   in  the  better  class  hoxoe,    or  counteract 
to  soiae  extent  the  influence  of  bad  home  environment. 

The  chief  prereouisitca   in   the  process   of  eduction.    — 
Assuming  that  work  assigned  is  commensurate  with  mental  capacity, 
then  interest  in  work,    attention,   and  apperi^ratiTe  basis  gained  from 
contact  with  life  are  the  prerequisites   in  education.      Associa- 
tion explains  recall  and  attention,      hence  the  need  for  the  teacaer 
to  express  her  subject  matter  in  terms  of  the  experiences   of  her 
pupils.      At   the  same  time  she  oust  remember  that,    "The  old,    UiC 
near,    tiie  accustomed,    is  not   that  J^  which  but  that  with  wnieh  w 
attend;   it  does  not  furnish  the  material  of  a  problem,    but  of  its 
solution.*       Hence  we  see  that  the  first  condition  of  instructing 
pupils  is   to  know   them.      This  necessitates   the  making  of  a  oas« 
study  of  each  pupil. 

l^yamfX*    —  7^  psychology  upon  which  th*ea««  nethod  in 
education  is  based,    is  founded  largely  upon  the   theory  of  indiTidual 
differences.      These  differences  are  in  quantitative  mke-up,    in 
the  construction  of  cell  combinsjtions  making  up   the  nervous  system, 
in  grades  of  intelligence  and  in  results  of  environment  and   ex- 
periences.    Hany  of  Uie  individual  differences,   needs,   and  capaci- 
ties may  be  discovered  by  a  ease  study.      .Then  such  factors   in  each 


X     iiow  We  Think.     Dewey,      pp.   222. 


17. 

pupil »8  life  are  known  by  the  soiiool,  tne  training  of  tiie  indiridual 
pupil  for  the  formation  of  certain  desired  habits,  for  making  the 
best  use  of  his  motives,  environment, and  influences,  is  also  based 
upon  certain  psychological  principles. 


Ik 


v 


zxx. 


waoeBgrnjai  otsuaa  nm  ja  xesimsxm  am  Banmr, 


18, 


While  tho  following  outline  la  serey  followed  in  its  tmtiroly  for 
^e  ease  Iiiotoiy  of  any  cam  a^ool  clilld,   it  is  piirposejy  £iade  ireiy  extensive 
in  order  that  it  naor  be  a  source  of  data  free  which  to  s^eet  points  to  be 
eonsi^red  in  tuycing  s  briel  ease  sliii^  to  nest  f^i^ecial  needs*     (See 
apter  IV,     liow  To  Jfeke  A  Case  Study),     She  Inotruetions  for  Uslne  this 
iiggeste*  Outline  ajee  «n  ^mem  40-48*  All  toples  whi^  are  sientioaed 

ere  ur©  siailced  in  tho  outline  with  a  "c** 


OutliiMI 


Cese  Slti%'» 


3.  ^elejlMHMi,,,,,,...^ 


7*  Prerl^am 


IRLae^ 


4.  8«c 


§•  Sate  of  Birth         o  Plac^ 
4*  lationalitv  e 


Tine 


i;«. 


A.  Ciiiicol  iIistoxy:c 

1*  unusual  pvenatol  conditions  and  ewadltious  incident  to  l>irth 


ith  of  father 


UothcT 


3«  Whiah  relativos  ^ave  or  liay«>  }iad: 

3h»ilei>gy  ,o  {J^sneeo^ 


Bsaxt  fiissai^ 

4*  Op«rations_,_ 


mm  II I   I  II  I 


Tuberculosis. 


,^ Ag% 

5.  ^'•^-'^ftcit  gKier^a       >lth: 

i    ofjo  neals  tlfjiily  ,.....^^.  _^ 


II  *i  miifcia^tt— 


After  effaot^ 


i.it  betweea  seals. 


Health,   cont'd.' 
b.  S:i<;ep 


»• 


AHon^ 


^Indowq, 


^M^^l^ 


A»  CJironi©  CoagtlBation     

C»  %Mi|i(4sa«  of  oeryofuaagaa  ,  ^ 
6«   ^3erlou8  Xllii«i»e«s 


lton.nl  on 

jiU;:iT/i[ 


lnnu«i."ji\. 


7.  >  atcsintlc  !53wrcin«  - 

8.  :^ciintrn.-i.tionl  Int  i^tmainNI  C««i1 

dttr:'.tl(W4^„ 


^    flballport. 


esnmaslm  07  g^sft^^ 


-^.^  i  RasulaTityij. 


:    3cv.n'<^_^,., 


9.  Addltiv.n.il  H.Ti.ii*^ 

1.  nxfi 

5.  no  i5i€ad.on 

3.  ^-v^cai...,^,^^^ 

&•  i1«c©  and  Tlupoat. 

6.  "SunailB 


>•— ■^<«^'^— W  iMWiaw 


JJerolopuent 


0*  Bsort  Rate 


10,  %oo<S  VsnamLve 

12«  glafaaa  _  

IS  W^mih  awhitMur, 

14.   Aetimoidfi 


t 

loi*  cllitiaul  i. 


fj,   .*wne  ol*  t^ 


ciaZ:lne 

JOTU    -  {    of    f 


20. 


1.  3^t<u 


Ion: 


Krtani  rtacf. 


2*  -V:e_ 


3. 


11  •  Glrtlia: 


»oTri?JL 


*     contracted. 


^mxpaatloon  of  lioth  tiM  aV>ve  -«dth 

9064107*  a  noTEia« 


oixaaiialon  ^  ^^ 


4.  JUmg  capacttgr. 


fi%h  TLh  nosenal 


5.  H«i£:ii,r.  —   -itm-^.-^ing 


Jbqfttztsion  ,.  „ 

Waiat 


'Q'    ',      —    C-40;..W_ 


10 


abdonaK\_^ 


Oftl^pft&l«  ijiaeMttination: 

!•  X>afco 


i«SL 


2.  Lateral  Siagaoala  , 
3*  Posture 


arrj^ 


Afttarior 


4.  Ccrraetiots^. 

6.  i:'ii!,.-i:Acerient  ,  . 


■^1—1—1      »iiW     -WMQIWMWfc^ 


0,  I'lexioi'.lity^ 


p^-%.  ii^>ij».  —  <an» 


Hci^b!^ 


TviiSt 


j)i «pic4Aj v^-.^-. . ;>  .,^,^ , 


12,  Al?#OE»infdL  lausolec        .^ ,  , 

13,  -...i^i  uii-'  ^-^.ti^vc  TvJLn    ,  , 

14,  iJcet   iVo«ation: 

Ooyraetian 


j'ijiuXt^/ud 


foai^ 


Am^*  AW>  4  A«»     A-m>Vi 


.  21. 

P«et   Prb nation,    <foniirmod 


Disability, 
flhoes 


1.  ]lMHM&NBt«Btii  tjf  gxmv  417  indivictual  t«st»t 
SKke  of  taat  

Score  wtfim  \^  HbpH 

Intelli^enc©  quotiafit 
*>ciEiiner*©  ooML:<«fc^  , 


^.  UnususX  drroloixittttaJL  foots. 


ttO«t_ _____ 


Q^l*ff>  Bm^ilifn  9aw4^f  laaff  C^-eorrible  eoid  (%ifa.vor  ule  Irroculai'ltica  of 

(ion  x^rtmlia* 
a.  Thoso  vihmtinc  pa^eb^H«m  or  mxprmrntoriB  of  netivt  ysitelo^cal  pro* 
eessos  which  as*  not  peaaanwtt  a»<t  ilsoNI  altoTutiona  of  tlio  nin&« 


!•  it^rau  Jiavo  "b^mk  seleetod  ly  tho  r  afior  ttro  yoaro*  Qxperi«ieo 

workizi     with  isantal  '--♦a^  ait4  aflex  ouuforrine  with  otcigiiltinc 

po\c.ao  o  i;;ta  Of  tho  B:.        ..  dopurfkaonto  and  directors  o*  ac>»ol  renaaroh 

h 

ia  rfoctlon  of  tito  ottttiiM  tm»  -prt^axnd  ftgr  S*r.  J.  Harold  WiiiiaB» 
of  the  Ca3.iforaia  Bureau  of  Jtrranilc  Bfc>ac.i:?ch, 


22 


9»  (^BftidLatite  irrldenoe  of  Ttorsims  thovonghS^  tarilllar  with  the  in* 


4*  Xrifliieneos  la^iicli  alleviate  er  dotSttct  ilnjia  the  uiAial  osntaX  ooi** 

*^^ ■     -I    •       I  '  •  -    T  I  III     I      1.  .11     1      I    ■     1     ■     I  II 

ft*  IlluatvotlTe  mA&Tialt     Oanples  of  tlie  fiqpil*8  convoreutiim  or 
letter  TfTiting  vhleh  would  Indieate  a  tvadmuasF  temurd  al>«rratioB 


1*  A^  «i  (Baaterint:  ectiool^ 


2.  Iluaaber  of  differetxt  eehools  att«ade^ 


3.  Pre  ent   frtmdm  ia  ■olio*''!  .  , 

(ill  ease  of  p;        •   isMt  eeliool  m?p-'l) 
a.  OraOe  r««ohed  at  txi<a  biue  of  l<«fwini;  full  tine  acl'bool^ 

fiode  of  leoTing „__ 


b.  Loci^ion  of  3ehool  la»t  atteosded*  "^  CJLty«  Toian  or  I>i8tyi(^  and 
•t^ite  __^^        _, 

c.  ReaaK»  Tor  lAtaVtm;;  8ohoo3»„^ ^, 

4.  ikiomit   of  p«(ia^4;xcal  acceleration  or  retardation  , .  ^  ■      ^    j .     ■  ■    l  .  * 


5.   Gsadee  i^pped(l.e»  low  third  etc).  ,  Oradea  ^*epeaft«^ 

flttl^eete  ialcen  flgmtoe  vae^'Wds 


C.  nccord  of  aoljoli^re.  i>^: 


I 


(In  the  case  of  the  olmmn^tvxy  wAool  child:  fteenlts  of  ^tandeardised 
c  anal  tents) 


3 


1 


Scliool  iIi:ttory,   continueO  * 

35. 
7.  3uli3cc  ;-lled  in   (i.e.  Uiatoiy,    ote.) ___         e 

C.  oi;  vjocta  iculty  or  least  intejreot 


9*  ^  of  ceri  .sliip  faliures     (Opinions  «f  class  ten^chors, 

"       ^^tpil<  and  parents)         ,,„„  •i.«.,,«»«»>«.. 

10.  Attendance: 

Total  ntaaber  of  da9«  iapcs«it  dovtaic  «8C^  t«m  or  fraction  of  tern 
""  •        -        «    ab»«it       •  ••••»« 

4 

!!♦  A;Tiaication  or  «fiort,___ ^        Sibaipoir p 

12.  Tcodiers*  epini'dns  or  cMl(i»a  ubllitT 


13,  I'tirtiistoot  aj^eeiia  interest  or  si^g^erior  XLCCC«91iate»mt«  noted  ty 
t«Qtite»»  in  tyse  fielc-o  of  t   fn)  manle  ;      (l)HlafcbCRatict, 

(c)  ocieoce  or  iiatiuc     •i-.'v.   .  ?    (d)  MeclK-jiiesa  mafttulto. 

{e)Dr..f;inc;  or  loRlnttrut  |   (f)  I)rBat\tlee  ^ 

14.  x-UtUKS    UO.^JOl    PXiOkB 


B(»td:     %•  tlie  tlae  Urn  child  lv»«  ixucMuu  aigh  sciMjoi,   wiia  aaouid  ln« 
eluile  ouch  itciad  as  t lie  roliowingi 


► — • 


ii&aeaal  .x^Iiool? :   »jcltoQl1 


•M»*i»a'-> 


Jlooyital  Xor  iiurt'.io? ,..,,^   , Xntiuaferial   fielri? 


Ilbte:  Thece  tonics  Hixvfi  hemt  aelocted  ^  tho  ?>.nt>Jor  niter  ttm  r<»n"f8 
b^  o'  cr^pcrionce  in  puolle  odiool  vrork,   An   ixvth  «2€rs€mt'\*3r  and 

IB  8«««ndax3r  •(dioolu* 


Z  244 

1«  J^uvor^iac  reaetlonntd 

CouKiTnte  incidents  ocouvrizii!:  *»•*  frequently,   or  outotandiag  wvmats 
Blioviag  J 

ReGjrect  for  property  of  others 

Heapeet  for  the  ri^ht*  of  othcrc 


Ronw^jt  for  lim  an^  order 
n  Re^drd  for  spiritual  r  luoi? 


iW#  ■»  fca»-H|  i|^    iiMJ» a**.. 


■'«*i'Wi>Wi><F^  W»    «.r^. 


S  •  3>*?3  in  'nt.«»TTv 


'^ "  ■■  — — »— MiM<»».' Ill ■  m  tiaii 


1.  ?hoB«  in  vhieh  tho  ^»pii   p  .rtlclp-^t*a  ^th  oth??rs:c 

S'Got'bnll ;  tcaiiia .„;   daneoiU 

noTioo __^:   ca; ining ^^;   «to 

2.  Th»a#  in  ^M.cii  tha  mipil  partiolp  tt<;«  /ilone:<j 

^^^^in;..^__ ^j  bool:a  ejo^od  isogt  ,  »  4K0WJiM«  of 

taJ.Qnt  such  aa  cttstcy ,  ,    -uX^ __,    otc. 

5.  Bo^sitiuno  hold  en  terjaa 


|Ma*^*^MM«»  ««flMfl[h*««qtal 


U  I^ea^s  of  nrowss,  ^ 


Ls  OQction  of  the  otit3Lin<j  msf)  t»r«p-ir«d  V  tli«  aitthor,   .%ftor  rrrimrtnc 
rocordw  of  •Social  tmrt  Morrxl  C'arjrriet eristics*  rinfl  ♦»Confiimfi"  vfxidh  ytev 
Lly  /pradod    '.a  •Cond*,    "Sftir**   -.^d  ^Poor",   .v-f  r- i '>  .  :  tjio  reader  no 

^Inita  wnclorot;indi«g  of  t:ac  pu:;il»a  social  ajid  ai»ti»aolal  rQa<ftion«, 
In  proporinfj  oections  Til , VIII, IX  ami  X  of  the  al»w  ottt line, the  autJior 
drew  fron  her  CiHi  exi^srt^nce,   bui  alao   rovl.iwod  tlio  racoit!  foaew 
j^  tiuitjy  public  acJiools,   Juvoill©  ylfic«r>'mt  bur^-iU's,   T<*fomat  o  rlon,   and 
ionoa  rc'joaroh  faureaaa.    Th«i  after  vi^^inB  a  t«ntatlT«  outlina,   uii^  c  i 
rod  ^ith  pui>lic   ociaool  •fficiala  as  to  the  faue  af  muih  point  liatod. 


1. 


^^^^  -MflHfflikftfr^ff*      (see  note  TpagB   24)  ^^* 

G«&«ral  attitude  of  the  individual  toifard  Mogpaniono:  Inclined  to 
be  oolitarv  •   to  have  only  one  or  tiro  close  elaaae  :  to 

be  a  ueuber  of  a  ca^ic  or  clinue  r   or  to  havo  nixt^  conpcuiione.. 

S*  Deocription  of  cliuias  with  whon  pupil  openda  moat  tin<| 


b.  Younrer 


Sane  uo* 


,;  Older. 


3.   Influence  (if  it  can  be  aiio\m  tpr  specific  facts). 
PC  Mtffe->-^i,  iM-gtftyy,.    (see  note  pac^^ 

1.  A^e  at   be£:innin£  woaflg 

2.  Rca»ns  for  going  to  work  «....«_.»...^....,....,.„„^ 

3.  occu-uitional  experience: 


Uaae  of 
Jfina 


City,  Tawi    [Exact   title 


or  County 
imd  otate 


lot  job 

i  job 
job 
job 

Eth  job 


of  pserroii 
job,  or  na- 
ture of  w&wlu 


nrs, 
per 


Sate" 
of 

pay 


—  im^^ 


Reasons     Att  i- 


for 
leaving 


tude  to- 
ward tliiis 
work,  e 


1 


4.   Preoent  Job: 

a.  nature  of  tlic  tmrk 


b,   Prot^pp  Becord 


i»ate  of  JBntoring 


I>ate  of  Transfer 
or  Proiriotion 


Length  of 
Tiiac  on  Jo^ 


eason  for 
ransrer  or 


c.  Training,   offered  on  the  .lob  ^* 


JL 


6*  Opportunity  for 


••  SoBM  of  iBo^layer^ 


t,  Haneo  of  dept#  iMiad  or 


g,  Sapl«7er*8  ot  foreman* a  estinate  of  pupl\. 
6.  Vocational  Anbitian 


6,  Reoult  of  Trad«  and  Ability  Test 
A*  Bbsm  and  deserlption  of  test. 
b.  Student's  score 


e*  Xxauinora*  coti;ient« 
^y  Ijiatorv;      (eee  note  pace     24) 


1*  Saa»  •X  fkthflr  Afidreoo 

8.  ftrtienality  of  father  If  deccaised,    date, 

S*  llbmm  •f  Motlier  A<idreaa 

4*  Hotionality  of  nothcr  If  decea8ed»   ditt^ 

5.  Hane  of  legal  £;uardian  (if  other  tlirin  T^arenta ) 


6.  Health  of  parents:  S««  clinical  history  of  child,  pocs*  1^. 

7.  Idterafly  of  parental 

a*  Tears  In  the  tbiited  States 

b.  First  or  Second  Woturalization  naxtBra 

c.  Speak,   read  or  write  Itttairf^ 


d.  Read  and  ^^rite  natiT*  tongue. 


•#  A^a  affld  cTada  wSt.  lenrlne  ocliool^ 


li,  ..LL-i.cx-  u^  eblldren  In  tho  fanily 


27. 


Idat  in  order  of  af^,    eldest  flrat. 


Sex 


car  oi'  ">lrt]9i 


amjiui>-^..« 


ion 


ass 


sea: 


Grade  cor^loted  on  Z^ee^Uls 
Sclwxl,  or,  Prosent  Orade 

M  All  JJtMWliii ■„,.,„,■.,,.,.. 


ssrs 


>«■>»>«■«•>•««« 


f*  OeciQAtien  of  parents: 


Bother  (if  anpl<^e4. 


_^  Ho*  of  hours  awagr  tfon  hxaae  eaoh 

day  ,^ 


Houaenrork  dono  "by?^ 


10*  Pathor's  epeeiol  intoreoto,   I^iobbles  or  aoceeaplifliicient^ 
11«  Uother*o  epw^lal  intereots,  hobbioo  or  acc(HapIifliB30iiA|^ 


12.  I*08itioiia  of  honor,   truat,  or  recognition  hold  lay  father  or  twfeher: 


1*  9tand::rd  of  liringl 

Ai'proxiji  te  income 


Type  of  house       Dwollina^ 


Baaenent 


Apartnemt. 
yiat.„^. 
Hotel 


He.  of  rooms 
and  approxinate 
size  of  OTCh 


Ho*  tosAroons. 


Ids^tin^;!   direct   ounlleJit(at  least  one  out  si  do  iilnderv  in  each  room  ) 

,.„  „     ,  „..,.    .,;  indirect  natural  lifht(   licJit  from  an  inside  Trindow) • 


artificial  liiht. 


i  careful  Tcviev  of  standard  of  living  ettrds,   f-iu^tory  inspection  blsnlcs  and 
i.  ittier  ^ioos  ItoAiiii;  SkMkls  «aa  m-ide.     Jhean  tliese  and  fro^  her  &9»  e^qser^ 

i  j.n  Tioitine  the  hataes  of  school  children,    the  author  selected  the 

oove  point 3  ao  the  onoa  nioat  vital  to  the  ocliool,   and  the  ones  concorninc 
/-dch  aoro  or  leas  ,te  inforuation  ctm  be  gained* 


Ventilctio  n:   Outaidis    ^renh  ai1», 
olosed  air  8Uaft_ 


.;   open  air  ethaft^ 


28* 


.;  air  only  tlirouf^  another 


roor^ 


Cleanlineaasx  R«acH»nal3)l3r  cleaH*^  (sfnae  dust  Twit  no  rubbish). 


■ 


Sot*  absence  of  flies*  groaa««   decoraposlng  refuso*  leu^ 
of  earlMiet  diapoaal,   etc* 


Pltonbins: 


Toilcjt 


Sink 
WashtubB 


J^iluyEteL. 


R^Pftliff 


JSXmiakiSSSL^. 


rital  eondltiont  {l)  Both  par«nta  in  the  latmmt    yem^ 


noL 


Parents  separated:  yeit 
(2)  Pupil:  ointact  


^  ^;  no  ;  Par«ttt8  divorced :  yca^,,  j;io 

.;  marrlG^  ;    divoreed 


3.  Parents'  interest  in  and  cooperation  ^tli  the  scloool  and  ooouuni^l 
interatited  e        Indifferent  c     heat  lie    .  e 

4.  Religion 

b.   Parental  auT^ervisJon  , 


II 


Thlo  blank  will  bs  uaed  onjy  when  concrete  facte,  that  tvould  be  help- 
ful tu  the  ocliool,   can  be  giTca* 

1.  neatness.   Sanitation,    inprov^aenta: 

a.     nJTfUtUMEMBt  _-«—.— ».»,^ 


Tlote!  The  author  baG  aoooptod  the  Wliittier  Scale  for  Grading  lleicl^borliood 

ditiouo.     T3»  above  outline  shows  tlie  points  conGiderod.     B'or  definition 

ems,   directions  a3  to  ualnc  the  outline  and  for  a  Standard  Score  Sheet 

provides  xtn  ifoim  objective  standards  of  e<Mapario*n  aeei  A  Ouide  to  tlui 
inc  of  liei^iborhoodo.W .W.Clark  and  J.  Harold  Trillions,  ^Thittier  3tate 

Stehool.    fl9l9)  pp  1-S5 

3CX 

Ci  n   is  a  relative  tc».i  and  a  concrete  statetioit   of  facts  nay  troll 

I        he.     .:.^£.tited    for   it. 


b.  Cleunllneso. 


29* 


e.  Hoadwac^s^ 


d.  highi  Qoici  vater 


e»  Tranapoirtation  aztd  Connun  lent  ioi 


2»  Recreational  facilitioo: 

a.   Houe 


b«  CoDineiheia^, 


c.  Pli^eroiand  frscllitles. 


d*  Otbmx  pulOie  fcicllitiea 


••  Us«i^ 


3.  Xriotitutions  and  establlidtttatsi 

a.   iiducatioual 


*•  lavorablt_ 


«•  Unfavorably 


d.  ind»rtna3,.„,.,_^ 


«•  ^olaasifiod. 


I 


4.  Sooiia  St  .tua  of  revidwite:  o 

a*   -:^ducc;.t  io:i                        .  ^ 
%•  Maamlitv  


e.  Oocupatios^ 


d.  Dili,  onciU- 3Q^ 

e,  Cundagt  . 
6.  AT«rac«  quality  of  hosiL'stusinc  propositus*  home  aa  a  ba«io»  oatiiiiite 

proi)ably  proportiwi  of  noro  favorable  and  leao  faTorable  horaea  in  the 
!■         noirjbboxhood) 
IXV.   Illatorv  3abB«mi«it  t^  i^fVTtoig  fll?IBali 

!•  QucoesB  In  lii^er  aolioola  ^ 

2.  Succeoe  in  induotxy • 

I  Bote:  It  is  oas«atial  tliat  eveiy  school  keep  a  record,   for  tlio  firct  yejir 
G  ic  at,   of  Its  prodncty   naaely  its  (pra<baates  anu  arop^outs*     Their  suc- 
joeja  in  hi^er  ocliools  or  in  fields  of  industxy  oMWurs  to  a  £ren,ter  or  les» 
! extent  the  efficiency  of  a  particular  soliool* 


sx« 


IH3TKUCTI0NS  FOR  USING  THI5  3UGG35STI8D  OUTLIia 
FOR  AN  SXTSNSITB  CASS  STOBT. 

Items  in  the  Outline  tiiat  need  merely  to  be  eiieolced  or 
answered  by  a  statement  of  fact  (such  as  an  address),  or  by  Yes 
or  No,  are  not  discussed  here. 

I.  Identification. 
Names,  should  be  recorded  vith  last  naae  first. 
Date  of  birth  should  be  recorded  in  the  order  of  year,  month,  day, 

as  in  the  following  illustration:  1912  -  3  -  23. 
Under  Nationality  record  the  naiae  of  the  country  in  which  the  parent 

was  bom. 
Under  Previous  Residences,  the  time  should  be  given  in  years  or, 

if  less  tlian  a  year,  in  months. 

II.  Health. 
Clinical  history  should  be  obtained  at  the  time  of  the  medical, 

physical,  &nd   ortiiopedic  examinations.   These  should  be  given 
by  specialists,   opeoially  trained  physical  education  directors 
will  base  tiieir  corrective  exercises  directly  on  the  results 
of  these  examinations. 

Name  the  inaatediate  relatives  who  have,  or  have  h:id,  epilep*^ 
•y  and  heart  disease.   This  gives  a  clue  to  hereditary  tenden- 
cies.  The  noting  of  the  presence  of  cancer  and  tuberculosis 
in  the  home  is  important,  for  occasionally  suggestions  need 
to  be  given  as  to  the  proper  care  and  precaution  against  in* 

fection  and  contagion. 

Where  Wenereal  disease  is  known  to  exist,  note  siiould 
also  be  ouuis  of  it  here. 


32* 


III.   Intelligenoe. 

M— ttjfmants.    ..  Mental  tes&s  axujuld  be  given  only  by  special- 
ly trained  workers  and  should  be  interpreted  and  used  with  caution. 
The  examiner* 8  ooniraents   s/xould  include  not  only  a  statement  of   the 
points  in  wnioh  the  pupil  soor«d  particularly  hi<sh  or  low,   but  also 
the  pupil* 3  attitude  toward   the  test  as  a  whole,   and  wnether  the 
conditions  under  w/iioa  Xiie  test  was  given  were  favorable. 

Unusual  developmental  facta.    —  TiMse  facts  can  usually  b« 
obtained  by  conferring  with  parents,   when  occasion  arises  where  a 
knowledge  of  them  is  helpful.     All  stateiaents  regarding  oental 
development  Siiould  be  concretely  illustrated  with  incidents  to  \m 
valiiable.      The  rate  of  a  student's  school  progress  is  often  explain- 
ed by  facte   regarding  iiis  premature  or  slow  mental  developmrait. 

T—aiMr*s  estimate.    —  This  should  be  based  on  a  knowledge  of 
the  pupil *8  reactions   to  practical  life  problems,    including  aoad«aie 
accompli shiaent.      It  should  not  be  prejudiced  by  a  score  in  any  mental 
test.      The  latter  oay  help   to  confirm  a  teacner*s  estimate;   or  it 
may  cause  her  to  make  aore  careful  observations  w;iich  will  lead  her 
to  au>dify  kier  first  conclusion. 

IY«   Other  Mental  Conditions. 

The  average  teacher  will  usually  be  able  to  note  cases  of  ir- 
regularity of  mental  development,   but  siie  will  not  be  able  to  diag- 
nose them.      She  Siiould  refer  these  cases   to  a  trained  psyoiiiatrist. 
Some  of  the  larger  cities  have  already  established  mental  hygiene 
clinics  as  part  of  their  public  sonool  health  work. 

Tt^mi natl on  results.    —  These  results  of  a  psyohiatrial  exami- 
nation should  be  carefully  interpreted  by  the  psychiatrist  giving 
the  examination.      K>he  can  often  suggest  ways  by  w}iich  the  scjiooI 
can  cooperate  in  treating  oases  of  mental  abbcration.      The  sciriool, 
in  tum^oan  furnish  data  that  is  helpful  in  explaining  the  meaning 


;*i«jJ«^W»Jt?». 


33* 

of   tae  examination  results. 

V.   Soiiool  History. 

^irtaifffeioal  acceleration  or  retardatlojii.    —  It  is   etssuned   that 
the  pupil  entered    tiie  first  grade  at  approximately  the  age  of  six 
years  although   the  normal  age  for  entering  is  often   taken  from 
fire  ye  j.rs  nine  monUis   to  six  years  nine  montiis.      If  the  pupil 
iMkes  normal  progress    (one  full  grade  each  year),    then  by  the  time 
he  reaches,   say  the  seTenth  grade,   he  will  be  approximately  twelve 
years   old.      If  he  reaches   the  seventh  grade  when  he  is  only  ten, 
tnen  he  is  pedagogically  accelerated   two  ye^rs;   if,   on  the  other 
hand,   he  is  fourteen  when  he  reaches   the  seventh  grade,   he  is  ap* 
proxiioately  pedagogically  retarded  two  years. 

8tt|^.1ect3  expelled  .in.    —  Academic  recoxtis  will  indie  -te  laore 
or  less  cleiirly  both  subjects  excelled  in  and  those  of  greatest 
difficulty  and  least  interest.      The  records,   however,    snould   be 
supplemented  by  tae  pupil *s  omi  statement. 

Applicatiop  or  effort  and  behavior.   —  Statwients  regi^rding 
these  have   to  be  given  merely  as  observations  and  estimates,    as 
well  as  do   teachers*   opinions  of  cniltdren^s  abilities. 

This  word  of  caution  snould  be  noted.      T^ach  teacher  should 
form  her  judgments  as  independently  as  possible  of   tnose  recorded 
by  previous  teachers.      It  by  no  means  indicates  an  error  of  one  or 
the  other  teacher  wnen  the  estimates  do  not  coincide.      Children 
are  not  fixed   quantities.      They  often  show  lourked  changes  from 
term  to   tex^o.      Incidentally  these  changes  may  show  what  the  school 
is  doing,   or  is  not  doing,   for  the  pupil.      Such  relative   tezms  as 
•good,"   •*fair"   and  "poor*  should  be  avoided;   in  their  place  use 
brief  statements  of  fact  or  observation.      For  example,   a  much 
clearer  idea  of  a  pupil's  application  or  effort  is  gained  by  such 
statements  as.   Pupil  wastes  no   time  in  sciiool;  Comes   to  class  with 


^ 


lessons  well  prepared;    or.    Starts  trork  but  seldom  finisiies   it,    — 
tiian  one  oould  possibly  get  from  a  grade  of  "good"   or  "poor."     In 
describing  beharior,    it  is  also  bf?tter  to  give  a  brief  statement 
of  tne  individual  oiiild*8  outstanding  acts   and  motives,    as    tiiey  are 
observed  from  montli  to  montii. 

Teacner*s  opinions  of  pu>il*3  ability,*    --  Here  the  teacher 
suould  cocapare  her  Judgment  of  ability  with  that  of  class  records. 
Frequently  school  marks  and  judgment  of  ability  coincide,    but  in 
many  instances   they  do  not.      ?or  example,    a  teacher  may  know  that 
an  able  cuild  is  doing  only  average  work  because  of  home  responsi- 
bility  or  because  of  poor  health  or  worry.      In  such  an  instance 
the  aoadeaio  record  will  show  only  indifferent  school  marks;    the 
teacher *s  estiraate  of  superior  ability  will  show   that  she  thinks 
the  pupil  not  fairly  represented  by  his  academic  record.      In  other 
eaeee  a  child  of  inferior  ability  may  do  aver^ige  work  up  to  a 
certain  point  because  of  ambition,   diligence,   and  help  at  home. 
These  estimates  laay  be  expressed  as  follows:  ability  superior  to, 
equal   to,    or  infex>ior  to  academic  accomplishment. 

VI.   Social  and  Uoral  Reactions. 

Favorable  reactions.    —  These  include  both  the  attitude  of 
the  pupil  and  his  behavior.      Stateoents  sijould  be  made  only  where 
tiiey  can  be  backed  up  by  concrete  incidents.      These  siiould  be  given 
in  every  case,    or  else   the  point  in  question  should  bo  ommitted. 
Such  a  record  is  far  xaore  satisfactory  than  subjective  estimates 
in  relative  terxzis  or  a  long  list  of  personal  characteristics,    such 
as:  honesty,   sociability,   consideration,    initiative,    leadership^ 
neatnes'j,   cheerfulness,    and  courtesy. 

Delinquency.    — >  Under  tnis  heading  naJce  a  record  with  the  date 
of  only  real  misdemeanors   such  as   repeated  use  of  vile  and  profane 
language,    stealing,    persistent  lying,    iiabitual   truancy,    violence  in 


35. 


school,  or  obscenity.   If  the  pupil  is  under  toe  care  of  the  Jure- 
nile  Court,  record  that  fact. 

Many  teachers  hesitate  to  record  such  facts  because  they  feel 
that  they  are  tiiereby  condemning  the  pupil,  or  depriving  him  of  a 
possible  chance  of  making  good  later  on.   If  these  records  were  ac- 
cessible to  others  than  thoae  who  are  directly  and  vitally  concern- 
ed in  helping  the  delinquent  pupil  this  might  be  true.   However, 
school  officials  are  learning  to  practice  the  same  code  of  profes- 
sional ethics  as  do   the  physician  and  the  lawyer.   Furthermore, 
they  would  no  more  think  of  condemning  the  pupil  because  of  past 
delinquencies  than  would  the  teacher  who  may  hesitate  to  make  the 
record.   The  dates  of  the  record  will  show  to  what  extent  the  school 
is  helping  the  pupil  to  overcome  his  special  weaknesses  and  tempta- 
tions.  If  he  has  not  overcome  these  when  he  leaves  to  go  to  work, 
the  school  finding  a  position  for  him  must  remember  that  he  needs 
to  be  helped  and  safeguarded.   For  exairiple,  a  school  placement 
secretary  recently  secured  a  position  in  a  bank  for  a  boy  who,  un- 
known to  her,  had  a  record  of  dishonesty.   He  immediately  misap- 
propriated some  of  the  funds  of  ti^ie  bank,  was  arrested  and  discharg- 
ed.  As  a  result,  the  bank  refused  to  cooperate  further  witii  the 
school  placement  bureau. 

In  filling  out  this  record  of  delinquency  care  should,  of 
course,  be  taken  to  record  only  well  established  faeta,  not  mere 
suspicions.   In  this  way  no  injustice  can  be  done  the  pupil. 

VII.  Amusements. 
The  rating, by  the  pupil  nimself,  of  both  lists  of  amusements  -- 
those  in  which  the  pupil  takes  part  with  others  and  those  in  which 
he  participates  alone  --  in  the  order  of  their  importance  to  him,  is 
often  significant. 


36. 


A  comparison  of  the  iengtli  of  the  first  list  with  that  of  the 
second  may  also  give  some  idea  of  the  pupil's  social  adaptability. 

VIII.  Associates. 

Influence.  --  Snap  judgments  should  not  "be  made  as  to  the  in- 
fluence of  a  child's  associates;  in  some  cases  they  laay  exert  a 
atrong  influence  for  good  or  evil,  but  in  other  cases  will  have 
little  influence. 

Age.  —  Older  associates  sometimes  exert  a  dominating  influ- 
ence; for  this  reason  the  age  of  associates  should  be  noted. 

IX,  Working  lii story. 

Attitude  toward  this  work. —  Tuis  record  should  include  a 
statement  not  only  of  the  employed  youth's  present  attitude  toward 
the  jobs  which  he  has  held,  but  also  his  attitude  toward  them  as 
possible  permanent  occupations  in  the  future.   For  example,  a 
messenger  boy's  attitude  toward  his  work  may  be  expressed  as  follows 
Likes  the  work,  but  does  not  want  to  make  it  his  permanent  employ- 
ment. 

Present  .job,  nature  of  the  work.  —  List  here  the  major  tasks 
and  the  outstanding  requirements  of  knowledge  necessary  for  their 
performance.   In  the  case  of  the  employed  youth,  attending  part- 
time  sciiool,  tnis  will  offer  the  basis  of  training  to  make  him 
more  efficient  for  his  job. 

Training  offered  on  the  .job.  —  In  visiting  the  youth's  place 
of  employment,  the  coordinator  should  note  carefully  the  kind  euid 
amount  of  training  offered  on  the  job,  and  compare  it  with  that 
which  a  job  analysis  snows  is  necessary  for  efficiency  and  promo- 
tion.  This  will  show  whether  or  not  the  school  should  supplement 
the  training  offered  on  the  job. 


37. 


Opportunity  for  advancement.    —  Since  adyancement  depends  upon 
tiie  indiridual  worker  as  veil  as  upon  tiie   type  of  organization  of 
a  businesn,    note  can  profitably  be  made   of  only  outstanding  cases 
where  no   opportunities  are  offered  for  advancement,    or  where  un- 
usually good  opportunities  are  offered. 

Vocational  ajiibition.    —  A  child's  vocational  ambition  during 
the  elementary  and  secondary  grades  may  have  no  sliyiificance.      It 
may  change  from  year  to  year  and  represent  nothing  but  a  fleeting 
interest.      In  many  instances,    however,    during  the  high  school  course 
a  definite  vocational  ambition  emerges  which  proves    to  be  determin- 
ing.     The  record  from  year  to  ye  .or  will  show  whether  any  such  fixed 
interest  and  ambition  has  appeared. 

X.    y»mily  History. 

Baaber  of  children  in  order  of  age.    —  A  knowledge  of  what 
older  brothers   and  sisters   are  doing,   how  much  education   they  re- 
ceived before  leaving  school,    and  how  other  children  of  the  family, 
still   in  school,    are  progressing,    throws   light  on   the  economic   and 
educ-itional  background   of   the  child.      It  helps   the   school    to  judge 
how  much  education  on  a  full-time  basis  he  will  probably  be  able   to 
obtain  and  how  nach  his  family  may  consider  necessary  for  him. 

Father's   occupation.    —  This  should  be  recorded   as  explicitly 
as   possible,    i.    e.,    list  exact   title  of  payroll  Job.      It  gives 
some  idea  of   the  family  Income,    and  may  suggest  the  vocational 
Interest  of   the  boy. 

toother's   occupation^    --  TiriS  ^item  here  is    the  amount  of   time 
that  the  mother  is  absent  from  home.      Delinquency  and  truancy  can 
often  be   traced    to   the  mother's  absence  from  home.      It  may  also 
mean   that  the  responsibility  of   the  housework   is   left   to   the  child- 
ren,   and  may  explain   the   cause   of   their  absence   or  tardiness. 


38« 


XI.  Uorae  Conditions. 

Hn^ber  of  rooms  and  approxlnate  size.  —  By  coiiiparing  tills 
number  with  tlie  size  of  the  family  (see  Family  History)  the  con- 
gestion of  occupancy  can  be  determined.   Less  than  four  rooms  for 
each  five  occupants  is  usually  considered  below  the  minimum  health 
standard. 

Parents*  interest  in  and  cooperation  with  the  scuool  and  neigh- 
borhood. —  Definition  of  terms: 

Interested:   Send  children  to  school  regularly;  meet  requests 
of  school  promptly  (such  as  furnishing  legitimate  ex- 
cuses for  pupils  tardiness  and  absence);  carry  out 
suggestions  made  by  the  school  to  help  the  child;  see 
to  it  that  the  pupil  does  the  home  worlc  assigned;  hold 
membership  in  parent-teacher  association  or  in  civic 
organization  of  the  neignborhood. 
Indifferent:   Show  no  interest  in,  or  spirit  of  cooperation 
with,  either  the  school  or  other  neighborhood  organiza- 
tions. 
Hostile:  Opposes  the  school  in  Its  policies  and  upholds  the 
pupil  in  doing  the  same. 

XII.  Neighborhood  Conditions. 

Social  status  of  residents.  —  Complete  and  accurate  data 
regarding  many  of  the  points  listed  in  the  outline  under  this  topic 
will  not  be  obtainable  in  some  cases,   liowever,  the  elementary 
school  in  the  neighborhood  usually  has  opportunity  to  estimate  the 
social  status  of  residents  rather  accurately. 


89. 


XIII.  History  Subsequent  to  Leaving  School. 

Success  in  higher  schools.  --  This  is  best  measured  by  a  report 
of  the  actual  scholarship  grades  made  by  the  pupil  during  his  first 
term  in  the  higher  institution.   Most  senior  high  schools  and  col- 
leges are  very  willing  to  send  these  reports, 

Suooens  in  industry.  --  Tills  is  best  answered  by  concrete 
statements  such  as  the  following:  Has  been  steadily  employed  by  the 
same  firm;  discharged  because  of  incompetency;  salary  has  been  rais- 
ed, etc. 


40. 

oumR  iv.  Hov  TO  mim  a  oasb  firtwr. 


Ik    1'  9fl3rtlMXT  fttlWIIrtffln  Uttlfttllt  OWlAiljlgt 

Ik        ttm  points  to  b«  inoliid«d  la  aqgr  east  slitdr  viXl  b«  iHioMlnsd  Xarge* 

TSr  ly  tht  pwvposc  for  vhieh  %im  •»••  slwdlsr  &•  Bckde*  and  the  tea(Aiev*B 

i^otheoie  ue  te  the  beet  tnre  ef  odoeMpaHiiAag  tbail  pwrpoee*      la  othev 
«ox*de#  the  epeeiaX  need  to  1m  aMt  ehieli  erefsr  ehild  iHPiiure  to  tlie  eeheol* 
^d  the  Doeoiiae  voere  of  aeeliiir  it*  will  deteaslne  iMLeh  pointe  ilioiild  be 
xuc&uu  js.ro£i  the  ousipioto  oaaewBiudr  etttliae  saeeeeiieA  in  QMkyiev  iil» 

XiivstyatiTe  aMO&eef 
(!)•  iaJli»iamT  fflliilinTW  tf  littftXIM     viieliMw  e  s«pii  Mmmkia  ve0» 
c  r  for  rcc:uiar  or  eemM»tiTe  flpatte«lieet  liMthev  tee  irtunild  0»  la  fw 
renuouo  athletie  actlTitiee}  liMlliey  Metteal  or  denied  tye^iieat  ie 
^Bded|  ehetlicr  the  vtfiiX  ie  atveac  mtmtfii  te  oangr  %he  full  eeeAMAe  W9» 

ill  ehetbey  olMieaDeUgr  elew  atiPWMttlet  ia^ev^eotieae  ia  eiMli  mmmml  weik 
lnB  h:ixidvi*ltitt|7,  fmd  even  the  (motint  of  trill  -out  forth  Aiid  tho  r»ed  esdiiMt* 
a  >    Kjt  be  due  te  a  peev  HMeemer  eeaditieii  eiOtti  oaK^reyjriAke  e  evsiee 
oerroot)  lAiether  tlie  eehoel  ie  nakiae  anueuaX  deMMie  vpen  the  ehild  *e 
life  (reeent  eKperlBoate  Iwrt  tfiew  hew  deXeterieue  emielsr  mt  ^ 
eieoiisr);  meHkear  eyeeial  Heeltli  laire  0mA4  be  elyeeeed}  elielher  the 
impii  oiiouid  emrell  ia  epeeial  mttvitieii  oXaeef  aad  •eeaeieneaJiar  liiether  a 
v^l  eoiuiet  be  helped  ir  fteeiag  him  tnm  the  feav  ef  a  dieeaee  (ehioii  a 
ptiQrBieal  ewiaetioa  rcvoole  ae  traee  ef )i  but  ntdtth  ftadl^r  tradition  ha« 
itQde  hla  fool  th«^  he  ie  deanad  to  hare;***  ta  deeidtnif  flwoo  aad  ^lailav 
nuoetieas*  tiui  «Uilam  >aaepetii<ir  vlii  inoxuue  avAdXvieieae  X2  (peiate  A,B, 
^iad  D)  oBd  XX  (pointo  1»  5  cad  5l  ef  the  e«9Xele  entXiae* 

H(  ^^tiToe,  the  eaee  etudlsr  will  inelude  enoh  peiate  aet 

l«hiid*  i  l^aturo    pl^o  (v,l^},  intetivte  (V,13)*  provlotie  eeheeX  aeeennXieb* 

)ia«nt   (V,fe),  iateXXAsmoc  (IXl,  l),  health  (U,   6),    u!.>  o«tr.i  ;o  aipiosnjcrtt 


1  41. 

I  (X.    4). 

liote:     It  nay  \m  that  the  latter  Is  makine  meh  Iotro  .d«Biand»  upon 
lie  pupil  that  h«  cannot  cariy  a  full  school  procrom,     A  study  of  tho  Job 
uay  also  show  lA&at   subject s   ahoiad  bo  taken  to  mike  tho  ttudsnt  noro 
efXiciont  In  Jilo  \7ork« 

(3)«   In  dateriaiiiififf  vfppj^/|infii   m^if^^^Ty  and  "'"YtlHlinli   tin  OM« 
■tudy  will  include  points:     of  Gens3ral  health  (II,  A.^-^   intelligence 
(III,   1    aid  3),    seheeT  hiotoxy,   partioularay  stateacmt  of  special  interests 
tuid  axjcomplishaonts   (  5,    3,    7,    8,   9,   11,  JJj),    aooial  and  antisocial  reactions 
(VI,f,l),  workinc  hiotoJqr  (tX,    3,   4,    5),    and  hOB«  ©onditions  (XI,   l  and  i,). 
It  is  nseessasy  not  on2y  to  knonn  the  youth,   but  also  the  roquirenonta  and 
opportunities  of  the  Job  into  rvhich  he  eses*     Hence  tho  case  stu^  mtst  %e 
stt|f9X«Bentod  tigr  «t  lesst  a  partial  Job  aaaSgrsis.      9he  facta  revealed  \^ 
the  latter  ma^  dissuade  the  pupil  frou  enterinc  a  Job  that  apparontly  has 
little  to  offer  in  the  viQr  of  future  adroncflment  or  training*     A  higher 
Tocational  objective  nagr  cause  the  pupil  to  deeide  to  stsQr  longer  la 
school,   and  thus  prevent  premature  SBpleyaent  and  a  waste  of  unusual 
ability  wliich  cones  frim  lack  of  loncer  traininc.     In  ether  eases,  the 
reverse  aoy  be  true,   and  the  youth  will  be  better  of,   if  mployed  port  of 
the  tine. 

vac  case  stuil^  will  include  tho  follewins  nlnintaa  points!  ]^reoont  {leneml 
health,   including  ^gnaptoiaa  of  nervousness  if  any  (II,  A.  ^'^S), intelligence 
(III,   1,   3),  peculiar  mental  conditions  if  aaor  (IV,  i,   3),  attitude  toward 
stiidy   ()/,  j|  ),   outatandlne  social  rrnd  rooral  traita   (VI),      aooooiates   (VIII), 
BsmseLients  (^'),  and  last  but  lay  no  aeaiis  least*  hens  eenditlons  (XI,  1,   3, 
.    5). 

(5)*  In  prevent ln;:r  Amr±nn^»n^r^^   the  ease  stttdr  will  Include  points 
very  sinilar  to  the  above,   and  will  be  begun  at  the  tine  of  the  f;frg^ 
^serious  lallure  in  ochool  conduct;   i^r  practical  procedure  docs  not  lie  In 

;.ijcri3  anu  letters  indicate  subdivisions  of  auccested  Outline  for  a 
-  ipicto  Case  3tu<fy,     See  Chapter  IV. 


4S. 
allowing  thtt  court  to  establish  first  the  fact  whether  «  Tsoy  or  cirl  Is  so 

>jcct  ©f  seeial  control.       And  in  the  ease  of  the  arerace  child  the  pre- 
rention  of  dolinqucnoy  is  a  snioh  easier  task  than  the  rccroofeine  of  the 
life  and  habits  of  a  delinc!Uont« 
(6).  Por  further  examples  of  points  to  be  included  in  ease  studies 
-?ect  p.-rticular  problono  see  Cha^^ter  V     ,  The  Use  of  the  Case  ^udy* 
5.    3taadardi«iiA  a«al—  fe»  ■a^iiylr./r  d^itiii^  ^±wkm. 

Whenerer  it  Is  adzainistrativeSy  pessible  and  a  standardised  sea&t 
real  wnrit  is  araiiabie,  that  esof  ^  opyliaA  mowJtat^ly  and  quickly,   it 
sliould  be  usod,   for  it  affords  u  unifozn  tatis  of  Jttd^Mnt*       In  the  bImmbm 
of  standards,  an  aotual  statemtst  of  existing  faots,  together  with  the 

dnt  of  Tiew  of  t)M  SKaniner  recording  the  facts,    aliould  be  made.     Thia  is 
a  leng|]9'  preeess  and  Is  not  alvsgrs  8a;llsfactory;  yot  it  is  ^tter  than 
'.sureoMBts  1|r  a  Male  tliat  dees  not  measure,   and  is  nut   standardised. 


L 


4*  Mi  tim  jamti  9frtflt  yiim 

Becure  all  available  data  froii  oohool  office  filoo  suoli    xs:(l) 
larship  recoTf*3(for  the  elenMitary  sehool  ehild  include  records  of 


i^rds 


■    JHJiltots);    (*')att«ii44«t#  recordn,    (3)r«ei8tratlun 
;   (4)recoT  plyeical    ji  /  -^i     1  saananatienst   (c)nental  toot 


d  .t     cards;   one'   (o)  reports  en  luiuo  risits  lofr  s<Jhool  attendanoe  officer 
d  the  hqiic  teacher* 

If  rOl  theae  separate  cisattlatiTS  record  oaMs  wer*  aett»ily  kept, 
«iid  were  filed  In  a  separate  folder  for  each  dhlld  in  a  eentral  ofilce,   a 
a  V   cljlal  case  3tu<^  wpuld  be  the  reault,   with  no  extra  clerical  work  in- 
^         ,      occasionally  the  mistake  is  mads  of  kocpin;:  the  pJrQraioul  and  aed- 
IBal  exacunation  reoults  in  one  office,   the  scholorohip  records  in  another, 
\mi  tal  test  data  oards  in  still  another.     The  result  is  tlmt  no  con^ 

'o±P,  v^ioture  of  the  pupil  is  aTilable;   cind  often  the  Tolue  of  eaoh  separ* 
e  record  is  lessened  because  of  a  lack  of  tlio  knvsaedg*  of  extenuating 


I 


43, 
-t  .  contained  on  other  recorda, 

UnTortunately  at  present  nany  aohools  have  only  attendance  and 
sohol  rahlp  records,  with  posslbay  a  tena  record  of  ono  *teaohcr*a  eatlimt^ 
oi    iiiie  pupil ••  health  and  conduct, 

Teaehera  who  see  the  sotue  pupil  day  ax  tor  day  hare  opportunity  to 
oaenro  hie  traits  of  character.   Interests^  and  aoconpllahnonts  and  foaa 
otloates  l>aaed  upon  cwaulatlye  oxpcrlonce.     A  reoord  of  thoi^e  obaerratlon* 
nd    atittolos  should  be  Jcept.     It  not  only  helps  a  olaso  toaohcr  to  think 
laorc  clearly  In  texas  of  a  pupil's  deTOlApmsnt,   but  also  onables  her  to 
ire  a  more  definite  and  helpful  report  conoomlng  a  pupil.     Heretofore 
uany  teaohora'  r;itin60  of  atudonts  in  "departiaent"  and  "conduct"  have  been 
their  own  personal  reactlono  to  aoro  or  less  unpleasant  experiences  with 
the  atuaenta.  A  description  of  the  individual  child's  acts,  notives,    do. 
airea  and  tendenciea  la  nuch  nore  illui.ilnatinc. 

?or  exanpie:   "If  a  cirl  aecDo  to  havt  the  idea  that  the  world  is 
a(  Inat  hor  and  shows  it  by  repelling  friendly  advances  frora  hor  claoa* 
,    that  is  a  nore  inportant  fact  than  that  her  departncnt  la  "poorS  * 
Since  auch  records  are  available  In  only  a  few  schools,  the  data 
i3t  be  secured  ^  a  personal  donfcrenee  with  claoa  teachers.     The  roac- 
tiona  of  u  pupil  to  the  porsonalitioa  of  different  teachers,  teaching  dif- 
ferent  subjects  and  using  different  netiiods  are  often  very  illiffiiinatinc. 
Thoglviaer,   cqpselor,   or  opocial  teacher  laaklnc  the  oasa  stu^y 
aot  svaltt&te  the  judgement  and  poraonallty  of  the  teacher  of  ferine  the  dati^ 
and  oecide  whether  in  particular  caaes  it  la  bl:>jied  by  prejudice  or  riis* 
deratanding,     Obooivations  and  estioatss  of  several  daao  teachoro  ahoiild 
IB  eeoured  wherever  poaaiblo* 
W  Social  Diaenosia     Pace  226.  niohtaond. 

6.  PqgMnill  Conference  with  the  Put.il. 

Personal  conferencea  with  pupil o  by  sone  faculty  nonbor  (who  be- 


^ 


44. 

cause  of  hla  undBrBtonding  of  student  life,   position  and  reputritioii  ixi  the 
iHUooI  iias  the  yaptrt  wnd  eeiifid«io«  of  the  student  ho^jr)  thro^  nuoh  ili^t 
IB  individual  needs.     In  oases  of  failure  in  either  scholarship  or  oonduot, 
^B  9upll*s  own  statement  should  alwaQrs  be  heard. 
H  These  etnferenoeo  are  nutuall?r  beneficial.     The  teadinr  c^ins 

ipful  data,   and  it  aeQr  be  that  in  return,    she  belierea  in  the  student, 
;jid  lets  luu  i^ov  that  she  dooS|   and  this  gives  hia  stiff iciont  stanina  to 
ovorcouo  posDibiQ  indifferonoe  at  hono  or  jteirsonal  handioaps,  until  finally 
inner  controlo  ef  chartwter  are  estibli^od  and  suoceoe  is  achiered. 
7.  Hy,  ,Q  VJHttBi 

The  indiTiduolizfition  of  educational  diacjaAsia  cannot  be  aooon* 
pliahed  witliout  a  Imovlodgt  of  the  etnenl  soeial  lerei  represented  by  tho 
xe,   and  tlio  e^:tent  to  iriileh  it  is  favorable^   on  tho  irtiolo*  to  the  beat 

t  vcreuto  of  the  pupil* 

i  bt 

Jai  account  of  hocie  conditions  to^ooourato  should  bo  based  upon  a 

uiol  vioit,   and  when  spooieCL  problems  arise,  the  sohool  vioitor  per« 

IBltas  a  Toxy  roal  oevrioe  in  interprotinr  the  ochool  to  the  hono,   and  tho 

IHko  to  tho  school,     Rofjularity  of  atteadttioe,   ana  longer  attendrj  co     t 

[school,   and  a  better  quality  of  work  on  tlie  part  of  tho  pupil,   are  ootmonly 

out c one  of  a  rioit  to  the  bono.     £lirthemoro,  as  teoehors  loam  of  hone 

ficulties  thigr  are  noro  qgnapathetic  in  their  attitude. 

Bore  and  aore  sooiol  relief  ^rork,   partioulc^ly  for  children,   is 

to  bo  done  through  tho  a^sncy  of  the  public  school.     Sineo  by  law, 

tically  every  child  conos  under  the  ourveillnnoo  of  the  rmblio  school, 

latter  is  often  the  firot  to  l&nxn  of  oases  of  illneos,  of  incipient 

inquonoy,   and  of  ncijleot,   and  of  want. 

Throuc^  the  children,  the  school  has  a  veiy  definite  iwint  of  con- 

'^  ct  with  the  hoiae.     And  a  eonstruetive  interest  sliown  Iqr  tlio  sohool,  in 

F  majority  of  oases,   leads  the  hone  to  be  riore  ready  to  oooperato  with 
public  ochool  tii.m  any  other  social  acency. 


6«  YXpXI  tf9.MilPlWi  !Al,A'V^9^7]9I^'  45. 

In  til©  ea««  of  the  eraployed  youth,  the  Lug  of  a  oa«e  8tu<33r 
nliould  InoXudo  a  ri9i%  to  th«  plac«  of  «ciploynent.  The  sreport  of  tlils 
visit  tfiould  Includttt   (l}naturQ  of  the  witk  in  vAiich  the  youth  is  rni^c^A; 

ijapooiol  training  that  the  eohool  mt^  offer  to  nake  him  nore  efficient 
hie  Job  and  put  hin  in  a  position  for  pvoaotlon,   and  (3)  eciployor*s  or 
Itoon's  estimate  of  the  pupil.     In  toiae  eaeet  the  latter  ne^  be  nore 
ijl^liEieBtazar  to  the  boy  thoa  that  of  his  olase  room  toooher.     Vhethor  this 
or  thu  roTorse  io  true,  the  sohool  coordinator  oon  perfona  a  real  tervioe^ 
lotting  either  the  teaeher  or  the  oiplogrer  know  of    His  suooess  on  the 
4ob  or  in  school* 

fnrthonaere^  the  intcreot  shown  tgr  the  school  coordinator  in  Tisit- 
::  the  'olaee  of  «cipla?nent  often  quickens  the  intere^  of  the  employ  or  or 
^ttaan  in  tiie  y  outli* 

Ooeaeionally  it  is  neeessaxy  to  follow  up  additional  references^ 
incd  incidentally  fxon  parents  or  te  lehers,  to  seoure  the  infornation 
fneedcd*     These  additional  souraea  riay  Includes  Mtheol  attendanee  officers, 
!3c:i  )ol  imrscB,   forj.ier  oaployQra,   directors  of  boys  and  girls  oluba  with 

the  pupil  is  affiliated,  relatiTos,   occasionally  probation  officers^ 
Juvenile  court  records,  J5PC, 

1*   AaeiMtitg  ^  wyppy  *iHlftl  ittilllU'^f  I   irftTlfltHlflyaiT  ^^V^^  p^  renting  ae* 
SlJULM^  P^tlsanftUTftil  flgltgmi      a  proper  nontax  attitude  is  Just  a»  eei* 
itial  to  the  sttoeeos  of  a  teacher  in  applying  the  case  netliod  in  the  field 

•  education  as  it  is  for  the  social  cose  worker*     The  attitude,   described 
llaxy  S«  Ricliraond  as  requisite  xor  the  ouccoss  of  the  social  worker,   is 
iiloo  the  attitude  that  should  be  assumed  tig^  a  teacher,   eeeldne  to  under- 
at.  uid  and  neet  the  needs  ef  the  individual  child*     Miss  Richnond  writes  thaA. 
"When  we  face  M^oh  situation  of  our  work  with  a  mind  alert  to  receive  and 
How  ssggsstionSy  alert  to  utilixs  eocperience,   and  to  make,  tzy  and  test 


wae  horpotheoio  after  another,   wu«n  we  stask  out  with  ©ntire  villincnooo  to 

rove  or  dlaproT*  our  every  inferonco,   then  the  wH  t«st«<l  infcrono©  ro- 

•eals  new  fact,   and  now  fact  auggests  now  inference  until  ^raduall^  our 

work  ac quires  a  etrong,  oloeely  woyen  texture  and  our  ooae  hlstorioa 

doouiaenta  iliat  will  well  ropiQr  stu^  (Sooial  Diacnoais,   Pa(!e  99 • 

Maxy  jS«  Riohroond,  ) 

2«   %kfXAr,  %M  flOT^aranot  atjaLJjaXU6tXep'%3JLi  KuV  of  the  reol  explana* 
I  tioua  ;*u^t  get  at  the  yeiy  root  of  the  pupil 'a  difficult  ieo  ore  intiiiate 
ad  poraonal.     The  wiao  adviser  and  teacher  appreciate  thia  fact,   and  da 
I  not   oncroach  ur»on  the  aacrednosa  of  the  pupil 'a  inner  life.    The  Q^i?-4*p 
PQrgoaallty  la  to  ba  atudiad  and  rean^ot^ 

The  diaffiaaae-^  laental,  x^^sical^ond  aocial  are  nada  entirely  for 
e  benefit  of  the  atudant   and  not  for  the  inforroation  of  the  odTisor  or 
ur,   oava  oa  that  inforaation  will  bo  of  direct  uae  to  thm  in  helpini; 

Pll  pupil.     In  isaEQT  problens  that  arise,  to  l>a  helpful  genuinely,  the  ad* 
aer  nust  gat  at  the  inaide  aa  wall  aa  the  out  aide  of  the  student.    Hawarer 

0  io  never  done  directly,   but  ly  the  indireet  method  and  ly  winning  and 
opoctine  the  pupil^a  confidence. 

Thia  aana  attitude  zouat  \)o  ahown  toward  parent  a  and  mployoro. 
^*  JT-Qf/etting  the  itacaaaaiTa  aitgtf^itibiTifcw  of  eh^3,drey^i     Care  nuot  ba 
,  -Jcen  to  evaluate  tha  data  ei^«n  l^r  children,  for  often  thiy  ue^  what  tJiay 

ink  v;lll  be  pleaaing  to  the  advioer  or  tca^hor;  or  the  latter'o  aueceo* 
tions  nacT  color  thoir  reciarka. 

^*  ^^iwinn  oonolmiiflna  i^pon  inmify^«4^|  ^\^t  Judgine  a  ohiid^a  nontal 
nacity  ontirely  f*on  hia  rating  in  a  group  intellifronee  tost  is  a  ?aa*ing 
e-anple  of  cueh  an  error.     Another  aiataka  ia  the  auppoaition  that  the 

uses  of  all  opaeoh  dafaata  are  phyaioal.     3)r.  Ullian  liartin,  Conoulting 
Pt^/c  toloclat  of  tha  Saa  Vrnnaiaoo  Sehoola,   statea  that  a  epeech  diaturbanoa 
io  often  a  aiffaol,  as  it  were,  that  nantally,  not  alona  p^T-aicolly,   aoei»» 

n(3  is  decidedly  wrong— (conplofltea  aa^  lie  at  tha  teaa  9t  aone  apeeoh  dis- 
turb^coa)— it  is,   oo  to  opadc,   a  eall  for  aid  in  oolvine  one'a  aooial 
probl«o  and  shouiu  often  be  attaoJced  alnost  entireO^r  frou  thio  standpoint. 


5.   Prclttdiflft  Mid  awmifliti  In  liattnine  to  caae  after  cane  of  otudente* 
needs  and  failuroa  and  handicap!  one  can  easily  get  the  feelinr  that  nil  the 
vorld  is  MMMWhat  vavped*     Btv«T«r,  faith  in  hmum  natiixs,   m  its  oapaoitl^ 
its  past  ocliioYOuents,   and  its  future  ideals,   io  of  just  as  ereat  iaportance 
1^  the  guidoBoe  of  youth  a«  is  a  knowledge  of  heredity, 

H      6.   gii>«ing  one'e  aninAea  wma  tha  tmniH  Vhio  is  a  thing  that  haypm*  al- 
'  moot  unconsciously*  unless  the  adyiser  or  teaoher  gaards  againgt  it{  and  it 
muut   be  t;uarded  against.     For  tanaylai  The  aore  nearly  motivation  and  Tooa- 
tional  plaeanant  becoaa  a  giTiae  of  informtion  and  not  a  forcing  of  the 
ill  of  the  tc  !,e  hor  (but  her  eta»ouragaE«Biifc  after  the  pupil  has  laade  his 
I  own  decision)  tuo  ijore  nearly  it  ai>i>ro  .o  i.     In  Muae  eaaos,  the 

icisioa  Qsy  he  ne^atiyej  for  the  cose  histosy  naor  rereol  faots  thc^t  vill 
1mm  the  pupils*  time  Igr  tihtmime.  liiit  lAuit  h*  is  not  fSttsd  for,  thou{^  hs 
Urn  aspirs  to  it* 

■      7.  tUniltay  t'QllB^^R^^  m  ^tttUnt*  a  worthwhile  cass  study  Should  not 
■p  so  standardized  that  It  results  in  a  foaaal  arra^  of  fasts  dsToid  ef  in^ 
Ksrest*     In  {^tlieriag  data,  the  qfusstionnalre  is  to  be  aToided,  «Aier«f«p  poe 
^|t>le,   for  the  sams  reason*     VurthMMsre,  no  routine  questioast  oSked  for 
1^  sake  of  filling  out  a  fass  sard  and  leading  nowhere,    Should  he  allowed 
m  interrupt  a  teaxthor^s  busy  di|r« 

liould  bs  a  hietor^s   l*e»  a  oontinuinc:  proosss,  poxt  of  the  d  :ta  being  ob* 
^ned  at  one  tlue,  irihiea  the  need  for  it  is  present,  and  pari  at  onothor 
^Iqs,  wtaum  a  new  need  arises*     One  cuat  bear  in  nlnd  also  that  a  child's  in- 
l^rssts  and  elriaracteri sties  are  subject  to  frequent  change*     The  euraulativw 
lata  are  waat  are  signifieaiit* 

1       9.  TftUiyinK     <?qq^  hjLff^(?yj^^ff  %q  lyf  ^PA  W  IftfUfft  ?^ft  ft^f  ^9^  ^^^y^CllT 
m  T^VAlT  f<M»I»fA  to  ^^WRfi  Vm  m»AA»  personal  infomatlon  iiu.it  be 
llnfidentlnl*     Bsts  that  all  nanes  of  pupils  and  plcioes  have  been  either 
■aagsd  or  v^lthlield,   (datatf  an  Intimate  cliaracter  has  been  likswlse  with- 
leld}   in  all   llluotratlono  of  actual  hlstorlGO  oitnd;     1*«imhwr«  imt*  adHT* 


tlic   aaae  prof»aalonaa  rthtfls  on  tM«  point   ao  d»  ii^- 

10«  Itentcting  to  Mapl9ttly>«a«riiiiS^  ttipll  ww  after  naiiyuc  ^ 
£ri.J^4il3Ls  V«  lauflt  not  b«e«0M  opinionated*    Vhile  the  oa««  cuithod  is  the 
!3t  scientific  uetliod  ef  neeting  the  needs  of  youth^  we  are  not  all^-^nm^ 

tour  Jud0sente  are  not  infallible*     i^urthenaore,  our  data  nill  in  seae 
ee  be  Texy  inoomplete*     Hewerer^  the  ease  taetliod  pre8U]ppo8e«  that  «e  ob* 
ve,   rofiect^and  oeispare  before  drsirine  angr  eenelueione.     lluoh  of  the 
te  "'    r»»  roi  sunder  standing  of  pupils  vould  be  eliminated  if  her  jud^Tient  in 
oTory  oaM  were  based  <m  this  method* 

IdealOy,    m  ijxc    area(^  been  eoEpiaiAed*  tlis  oass  studgr  viXl  bs  a 
ivQ  ease  history,   developinc  out  of  a  new  and  isore  ooaq^viiMnsiTe 
!  Btu<^  of  individual  difforences  and  ^etem  of  record  keepingg  bseause  of  a 
7  Yior;  point,  naBMOar  that  of  tlie  inriividunlisation  of  e^ieationa& 
a^iosis* 
|c  V!hon  that  Tiev->polnt  beooies  eenevol,   ull  those  iriia  s«m  in  con* 

tact  with  the  student,   naaely  olass^teaohers,   epssisX  adriseret   att«tdanoe 
officers,   sehool  nurses  and  pfei^rsieians,   pIiT^nleal  dirootors,  hase  -rlnitorn, 
atid  coordinators,  will  cJl.     ooitriuite  carel'iaiy  d  ted  records  (partial  case 
studies  which  they  hays  mads  ts  nest  theiy  particular  needs)  of  a  unifom 
size  that  con  be  bound  tocsther  to  foxa  a  ^Ni^lete  case  Mstory,  that  will 
be  }i(  li)i'ul  in  the  work  of  orvch  and  all  of  those  oakinc  it* 
.!  The  riQking  of  these  ease  histories  and  the  uss  of  theo  will  re» 

•4n^<>  tliat  in  all  our  oolioola  of  education,   a  thorou^»esing  course  in 
social  work  be  included*  with  the  thought  in  nind  tlmt  one  of  the  essential 
T)arto  of  teaching  is  overoirht,   care,    and  guid;mi;e  of  t*ie  hinan  nBfcerial 
cu  .  ittod  to  the  charge  of  Uxa  soiiool,   ao  v/cl..     .:  noroiy  assi^Txinc  and 
hi  jsons*     And  even  the  latter  v/ill  take  on  now  Meaning  as  indi- 

vIuujI  needs  are  considered* 

Until  teachers  are  thus  trained,   oase  atudies  will  have  to  be  mads 
V  pcroo2i-<ol  coixiittcoo  or  special  teachorc,   advisere,   or  counselors* 


TSB  OSB  OP  THTS  C4SS  S!riID7. 
fl»  oaM  sttt^sr  ^ao  the  followinf  rmxy  definite  uses  in  the  field  of 
at  ion, 
A*  »or  JParcmt»^  T«ach«ra»   and  Jcliool  l*rincipaa»: 

1.  In  helping  t«ach«rs  think  in  terns  ef  pfopila  and  their  devGlop- 
aant  ruthcv  than  eliiefly  of  lessons. 

2,  In  diocovoring  eoiises  of  failure  in  ncliolojpohip. 
5*  In  ivouptns  pupils  into  cImmms* 

4.  In  understaitAine  pupils  and  in  suiting  Hethods  to  their  nsste* 

5.  In  detenoininc  the  atiount  of  tn>xfc  that  a  studsnt  is  ea|Mda«  of 
doinj;. 

C.  In  aoourias  ths  4>sinirttmiiwft  of  Juvenile  dsfeetir^s  to  the  pmpmt 

ittstitutieits* 
7.  In  himdiiae  yjpstatts  sf  attirtiinai  a&d  discipline. 
8*  In  ahBBiiwfl  cmrsss  sf  stui^x 

a»  Gteios  of  typ^  of  sohaoX* 

1>.  3sSUetion  of  free  sXeetiTss. 

c.  Ltn^ith  sf  tios  that  the  ntudesit  saa  aset  yirefitiibay  apind 

I  in  fUll*ti£ie  school* 

9*  In  finding  haalth  iteedis. 
10.  In  viraTSBtiag  dalitHmatwy^ 

11.  In  intaipMtlae  tlia  aiSiaol  to  the  h«Ba,si^  the  hoew  ta  the  aaliaol. 

12.  In  dot  waiainc  oocupationol  olsiJeetiTes  sn4  jlrmaifint . 

13.  In  ooaparatiag  with  m$Ji/t^eTa» 

14.  in  diaaaTorine  asd  iMiytag  pupils  to  ej  ot  sueh  adaptive  diffi- 
MiltiGs  as:  tipaaah  dafects^sxtrorie  ol^imoGu^inottantioa^ 
ta—itivsnaaa  to  critioicn,  dsQr  rtTSMiiljiu,  ate* 

15.  In  neQtlnr  the  student's  nociol  aad  at>seational  needs. 

(16.   In  ooopaamiinG  visoly  with  other  social  agsnaies  if  financial 
status  or  health  of  the  fsciily  or  ot  mr  opeciea  aaatfa  tmrrant 


no, 

17,  In  <iMiililliic  a  oollecG  tm  «dc  for,  aid  m  Miieol  to  (sire,  a 

definite  aiui  helpful  re^port  on  a  csadl&a^e*B  qualifications. 
18«   In  offorin{j  ideas  tliat  will  help  in  the  oolution  of  sirallaar 
adaptive  difficult ico  in  other  caooo, 
B*  Xmt  ^%}hool  Adiainiotratoro: 

A  nnaaxy  of  case  I&istoriee  of  cliildrcn  in  a  given  group  dvcs 
flMdwol  administrators  a  d<Mtailed  and  ooewrate  picture  of  their 
re^ponaibilit iee  and  ep|>orttmlil«e«  and  offers  then  a  seientifJo 
haeie  for  their  fmh^nuent  T>lan8  ^mA  aeti«Mi#   (This  Instead  of 
TTiiit  la  owiwiwwly  «aed«  nmmJ^i  a  iaa  npwrtfii>  foots  durrounded 
\3^  a  cloud  of  general  iiaprccaioyo,   or  an  initation  of  t^ork  dime 
in  other  plocoe,   or  troditienal  fozwi  aeaeyted  witliaut  mntstion). 

tratore^ 

!•  In  the  foxoulation  of .  ed«ie«li«Mtl  pelioiea«  ae  xesaaMs  Itarpes  of 
«tfu>ol8  to  be  eiAabiliaiMd*  a»d  tbt  meetlnc  of  special  prob- 
leras  mtAk  ami  health,   x'ticrioaniaasllenitindusti*!!)!  effioleniBr» 
civic  reepcmeibility*  extrnirsiTHl  o— peratlon,   etc. 

2,  In  detoxuining  ^te  oounseo  of  st\i^  Imat  suited  for  a  particu* 
lar  dlotrict  or  eoRRiunlty* 

3*  In  the  foxxsulatioa  of  nev  units  of  instruction* 

4*  In  tlie  selection  of  specitil  temiiliei'K  %•  iMMd  8pecit\l  needs* 

&•  In  dotcmiitiac  %im  leoation  rmA  Jsours  of  classes  for  part-tiae 
students* 

6*   In  detemininc  the  beat  ntfUieds  of  cooperating  vith  lovlr  and 
lli^^r  soliools,  with  Induct Z3r,  and  vlth  social  ageasles* 

7.  In  preacntine  specific  needs  to  lecislitivo  bodicn,in  order  to 
seeure  appropriation  of  funds  adequate    to  meet  tbe  needs 
vereaXed  ly  the  case  studies;  er  to  secure  provisions  fMr 
training  of  special  teaxUiers,    etc* 


3ine#  apace  <!•••  n©t  pefKdt  the  inclusion  of  illuatration©  of  all 
the  twenty-five  uoeo  of  th«  case  otu<!ty  llgftud  above,   the  follotTlng  99fm% 
yd  be«n  eeleeted  as  the  onee  arlsiBS  xa«Bt  futquently  in  the  eocperience  of 
le  author,   and  IMDOO  fron  wfiich  she  had  the  laxgest  ftmd  of  aetual  concrete 
j^iol  to  rialte  her  selection. 


Xa  aany  instaneee  eehools  have  oaiplMwisvd  subject  ci?itter  at  the 

clGveloiaaont ,    to  over  cone  tais  is  one  of  the  purpooce  in  nak- 
-uae  study  of  eaoii  individual  pupil, 

fhe  avesBfie  teaeher,   tousy,  eiien  aeked  «taat  ie  the  ideal  vhicti  she 
B  educator,  holds  for  eaoh  of  her  pupils,  would,  I  iMlieve,   in  the  najo* 
of  mmam^  wmtmeri     "The  ooaplete  develoinent  of  each  child  to  the  naxi- 
of  his  peeeibilitiec,"     However,   few  tixtimre  have  yet  re?ili»ed  that, 
to  approach  feliio  ideal,   it  is  neceesaiy  to  know  eaeh  indivldnal  child, 
his  streng&h,  liio  weekaess,  his  aspirations,   and  his  linitatione.     In 

words,  we  »ii«t  nsiDe  a  eeieatific  stu<^  of  what  we  hai»  te  start  Tritli, 
ily  the  pupil,  liiEJoclf ;  and  then  plea  hew  we  eaoi  J»lp  that  particular 
t^upil  to  help  hinoolf,   so  tliat  he  can  £:o  out  to  laeet  life  in  teims  of  his 
own  beet   selT* 

Aa  a  oom^imt  ^leck,  we  need  a  careful,   dsaalative  record  fron 
jooatii  to  L'lonth  and  year  to  year  of  laaqr  points  other  thoa  eeholaraliip,  which 
the  one  ^eaerallar  k«P*  at  present,  and  which,   as  a  result,   is  apt  to  give 
prominence  to  the  school  ou^oct  over  the  pupil, 

The  following  •record  cards"  *  ef  a  part-tine  scliool  pupil  slww  tint 
ieaeher,  laaklns  the  records,  haa  aooi^t  to  brine  to  the  surface  indi* 
lual  needo  ana  ways  of  neetin(^  theae*     Uncenociouoly  sZie  haa  pointed  a  pio» 

:e  ill  oociiil  ada^ation, 

t^  Hotel  T]ieso  record  cards  are  included  not  as  sanples  of  case 
records  Co-*'  ~  inc  to  the  prepeaed  blank  In  Chapter  III  in  any  partlctil.ar. 
^^  08  -ive  cise  stu^  ohowinr  une  of  the  info  mat  ion  gathered  to 

aid  in  t  oial  adjustment  of  the  child. 


5S« 

Part-Tino  Gcliool. 


fi«port  of  ProcyesB, 
_:     /a ice  Loclc. 
Attltud«  Twmffi  ItaplovELent ;     Ubsatlsfactoxy  (^/anta  a  better  Job)* 
Attitude  Toward  achool  fiotkt     QatiutactoTy , 
Attitude  Totrard  Society t       Satisfjxctory 

Book-keeping*  SWI  ief ao  t  o  ly  • 

Typing*  Sgliofactoxy, 

Ifete:     The  rating  i»  either:  Satisfactory,   or 
iisfactoTy* 


This  particular  teacher  sends  reports  such  as  the  above  to  parents 
and  erarloyers  upon  request*       A  student  lariy  also  see  his  arm  report  vjhen 
he  dcoires* 

The  fellotrin(^  io  a  soaple  of  a  second  record  tdiich  the  tecicher 
keeps  of  each  pupil  for  her  own  private  use;  and  for  the  use  of  others  who 
^®  ^JiyggUY  concerned  with  tlie  personal  welfare  of  the  student* 
^VLice  Lock. 
;e  of  birth;     Ucc.   10,1903* 
tionalityt     itaericnn. 

le  Conditiomtt     laree  fanily;  nother  not  well;   father  a  carpenter, 
for  noinK  to  work:     financial  Heed* 
Place  of  gap^fp|ffB|>     Star  Shirt  Factoty* 

ooent  Wa^i     llS.OO  per  week* 
Vocational  Acibitio)i:     To  be  a  business  wonan* 

u-  ide  Hoached  at  Tine  of  Leaving  IJ^ill-tiae  School;     9  A* 
fatcred  Rirt-Tine  School;     S«ft,   5,    1020* 

-%^eots  Elected  in  Part-tiue  Sdiooi!     Book-ke^^iag  and  Typing* 
OutBtanding  Personal  Trait o;     Old  and  settled  for  her  ace*     Needs  outlet 

for  her  acibition* 


S3* 

Oct  •   3,   1920.     Loot  Job  in  aliirt  factory  because  of  harins  t«  ttl* 
tend  part-tli^  School*     Went  to  ^rork  in  fnilt -packing  el^ed, 

Hov.  20,  1920.     Truit  s«aAon  over.     Girl  in  school  four  hours  a  dagr, 
wosking  imrd  vn  teok^kefopijig  and  typing  and  eae«7  to  (^et  a 
MWTatarifld  ^-w nit  ion. 

9tb.  1»   1921,     f^ecuTGd  a  tenporary  position  for  her  in  a  candy  store. 
Tliis  itas  her  first  opportunity  to  oeet  the  public  in  a  ^ntsiness 
VGQr;   for  in  the  factory  and  fruit-sliiSA  9iim  did  not  coim  in  con- 
iset  vith  the  eonouiaer* 

Xwroh  1,   1931.     BsssBnssdsd  her  to  a  point  dealer^  who  asked  for  socie 
one  trith  coixion  sense  and  vocie  knowledge  of  book-keeping  and 
typing. 

Magr,  1921.     2uployer  hurt  in  an  amieEialiila  aMrtdsnt.     Girl  kept  twenty- 
one  non  buAQT  on  trork  that  was  started;   and  with  seaae  aasi stance 
flSB  tt^loycr's  4(Mi£^er  ran  the  store. 

Jxme,   1921.  Giyeai  entire  eharga  of  books  and  busin^m  letters.     In- 
tensely interested  in  the  paint-store  Uisiness.     A^ed  to  drop 
her  teok-keepiag  and  typing  (in  which  she  was  getting  a  large 
aoount  of  practical  esipurience)  and  instead  take  up  Interior 
I>eooration  and  SalsMDanshlp  at  the  Fart-tiiie  3c^ool«     Is  derelot)- 
inf^  in  self-reliaiw«  and  an  undeirstandin?  of  buslnees  ixrineiples. 
ilapiy  and  enthusiastic. 

Oct.  1921.     Part-tiiiie  tei^tchor  Tisited  tlie  h(»3e«   and  decided  tlist  be- 
eottse  of  the  nother^e  poor  health,   and  the  unl^gienic  conditions 
under  which  the  family  were  living,  she  would  txy  and  interoot 
tht  girl  in  a  Red  Croos  couroe  in  Hone  Hursini:-  and  }lt?^c:ione,   of- 
fered at  tiis  Part-time  Sciiool.     Girl  «irolled  in  the  couroe» 

Vmh*  1922.     Reeeired  Red  Cross  Dipltaia.     itothcr  prevailed  upon  lof 

iier  diu£vliter  to  t^^ike  tre<%lnents,  w?iich  the  firt   decla^^wl  the  Red 
Crono  course  in  aursin/;   h..i  tau{/Jit  her  ^/ere  advisable. 


2.  'Tho  ^^  ftf  tti  fiitf  fftaif  to  ?4ffMrftf;irPr  ca^^Mm  §X  Mlm^      ^* 


In  order  to  diseoTor  th*  4Mitual  ^m»^s  for  the  failure  of  ^^-^e^* 
vcxy  ^tuioiit  in  t}ie  Berkel^^  lliiji  Oeliool  wlio  foilod  In  t<7o  er  rwr# 
tB  dusifltft  tto  fall  tosu  ef  19S1«SS*  and  to  ati«tair^  to  brine  about 
.ui  adjust..ient,    suited  to  Ms  paxrticul.^  aaeds^  ^liereby  tho  failure 
would  not   reeoovur«  tho  author  ma&9  a  oarefol  individu^a  stu^^  of  each 
cane.     Out  of  a  «l«d«fit«>b»^  «f  approxiiaatftly  fifteen  hundred,  there 
\iore  i;Qvo:.ty-'Uixi3^  stuitoita  vlio  XaiXftd  to  do  half »  or  tnove.  than  h<af ,  of 
the  ii..^sn.i^  v^^oiait  of  vork* 

%  ooxiBultint:;  8022«eX  £Mdr«^,  Igr  a  peraouol  osonforenoe*  with  each 
l^udcnt,  hie  advieer^  and  in  fiuuBQr  eases  Me  t«aehe»i  and  purents,  prac- 
icn.11^  all  the  points  listed  in  tho  followinf?  eudline  were  obtained  for 
iach  case* 

Outline  for  Case  9tu^  ef  Student  Valine  in  Scholarsliip* 

1.  -bxie  t 

2.  '.m , 
HpNds  in  Seheol^ 
e«seval     latelligenoe,  «m  Usasnr^d  't|r  C^roup  Test* 

ate  BecQXd  o^  i>reTiouo  Scnolajtzkn.^ 
Aaater  of  tenus  etuait  in  Berkel«!!r  81^  Sehsel* 

CondUiOt  imd  aeaociutea* 
K  i^udcnt  ^^ttTitlea  participated  in.   If  :jr^» 
[%0*  Beaaojic  for  i!:J.^\^rm  aidviineed  Tagr  t^MKhem  and  parente* 

L*  BectssttS  ^^ran  t^r  the  pupil,  in  vritinr^  for  hie  pgaaant  fnilusre;  hie 
attltudti  touord  it;  a  0€»iax>lote  stuta^c  x  i  to  iicnv  he  plans  to  p  o- 
rmkt  f^iiluTG  in  tho  future. 

Sotes  Before  the  above  f^aterimit  -sae  writtm,  the  selwol  coun* 
iMlor  in  pt^raonal  conference  with  eoxtli  indi'Tiduol  stvdeni*   eMg^ratsd  te 
hiu  %ly^  a  though ful  busineas  aan,  wftio  foiled,   analyzed  o^urefully  the 


etwaten  of  Ma  foilttrtt  aad  adjtulttd  his  busiaeM  in  the  future  in  the 
xi^it  OS  thaj^  aoalysis.     7h«  stttdflnt   .a*  aA«d  to  do  the  oisie* 
I    12*  Hoao  Conditions, 

13.  SHiture  Vlcoie:  Sxpeet  to  coiaploto  M^^wihool  coartset     Preparini^  for 
■^  oollogof     Spooial  Vocational  ae&bition? 

■■Ito  %>«eial  Interests. 
Hp*  Present  Outside  ftaplijriiiit   if  an:?* 
pi6,  Vvvt&nm  sf  sehool  subjects  for  tlie  ensuing  year. 

Hste:  Hi  lirht  «f  t^e  alJOPte  fn«to,  this  tr^e  nade  oxxt  ^  the  pupil 
in  oonferense  with  Ms  aaviasr  «r  the  sshool  csimMlor.     In  a.-u^- 
cuoou,   tile  3tu<  ISO  conferred  with  hit?  p-vx^mts* 

?«   Counselor's  n^^s  fin  to  special  deiTsets,   elMUBseter  traits  as  re* 

Tealed  durias  i»x'  conference,   points  to  be  taken  up  with  advisors 
imd  iixdiTidual  tiiatwrs,  end  needs  th«t  ahotad  be  eareftilly  fol- 
1^  loved  up* 

Hp«  Sciiolarsliip  record  for  the  first  period  of  ssTsn  weeks  sf  the  now 

tcrtii, 
19.  ^ubseviu«Bi  Betes* 

JtiJMtbHtttitUSKtk*    ^^®  follevine  is  an  illustration  of 
R     whai  sutth  a  eaMiNAMr  &•  the  above  reveals* 

■Mrft^l\^tlJ^ft?AI,     (7)  (l-)*  \ J> is  an  ot tractive,   -  tronr*  witl-built, 

.        lo    -iiy  appearing  bey^  aged  IC  yrs,  6  ra>.,   nnd  just  finioldnfr  the 
|B|v  'i^entxi  grade* 

B  iiiBttia  Inteliiiis^fflii  (o)(ls}  In  the  Tstean  Oroup  Tent  of  Ccnoral 

IBatalllgexme  for  >ii^  seheol  students,   givran  in  aept.  19!*1,  he  scored    lucf 

-uio,   occoruiuG  to  Jir.  Terpon,  io  tke  e^ivalent  of  a  uentnl  age  of  ., l.^.y^.^"'0' 

^Qiote:  Tlie  nuabem  in  pareothasis  correspond  to  the  nusibera  given 
the  inforoants.     dee  pas*     59     for  this  list* 


Hs&i^li^ 


Ic  I  neans  that  the  boy  has  a  G.I.q.  of  117,    and  rank«  in  the  nentally  5^. 
mpiirior"   i;roup) 

jj:   (9).  Hl8  tMiholfxrshlp  record  in  the  loca  inteiMediate 
)ol  wa«  "thoroughly   aaticf  ctory".     Ilis  record  for  the  lov  tfenth 
bde  (hia  first  tern  at  the  3«aior  High  School)  wae  as  follOT?8: 

L  10.  J&neXiiix  IV   (i'^ailure), 
Lo^  Sconoiaic.  Ge^grapliy  II   (Satisfactory) 
L.  9.   Algebra  III   (Pioaeing) 

L.  9.  StanegjraplQr   (Dropped  before  the  end  of  the  texu) 
^d  ^k^aaciat^e   (4)(9).  Conduct,    excellent,    including  at* 
tendance.     Aasociatos:  boya  ef  0»ed  reputation  of  his  esn  ags* 

9liiMlfil  ftf  ^Unrr   ^^imtH  \r  '^nfV^fi*^  ^^  Parentei    (5)(C).     Ac^ 
cording  to  teachera,  tiie  cauoeo  of  the  past  tern's  failure  were:  lock  of 
cQordinafciAk  iMrt^veen  loind  and  liand  (tliio  thegr  gsre  txa  tlie  reason  for 
Alure  in  typing  and  steuograply).  Siovn»es8,  inattention  —  plain  in- 
iility.    (ri)(3)  Ilio  parsbts  explained  the  failure  as  lack  of  intereat  in 
subjects,    frenuent  and  wide  chanre  of  plans  as  to  future  vooation, 
a  preference  for  a  jolly  good  time  to  li^ird  stuclly* 

yha  1kwr»«|  fl  ||   1\  iiimi|T    (l).*The  one  and  only  reason  that  I  can 
tnd  for  failing  in  all  but  tiso  subject o  is,  thiit  I  did  not  take  ry 
)1  seriously,   and  therefore  I  did  not   otud|y  or  e-vea  apply  myself  in 
>ol  or  at  hone, 

''Aluo  I     as,  until  the  last  f«»  veeks  of  sehool,  undecided  as  ta 
future  vocation.     Tliis  last  cause  is  more  i»Q»ortant  than  uir^t  be  sup- 
►sed  at  first  tlioucht .     W]icn  the  oeuester  l}e68n,    I  had  tlie  idea  in  r^f 
id  tluit  1  would  like  to  take  a  short  hi£;>»8Cliool  course  in  counereiol 
lects  and  try  to  raake  a  success  in  business  without  a*^  colloj-e  train- 
ig.     To  ti.is  end,   I  took  up:  typing,    shorthand,   econouic  geocraphy,   and 

iercial  iiiitilish* 

•I  had  hardly  started  the  semester  whan  sseieone  told  ne  that  I 
»uld     .iiut ,     I  a4£ra«d  with  iiin;   and  at  first  ly  fai.iily  also  agreed.     I 


considered  it,   therefore,    a  foregone  conclusion  that  I  ims  to  becon©  a 
conuercira  artist •     Iiioir«T«r,  laQr  selX  confidence  was  won  idiatteved^  azid 
I  tliat  I  should  probalily  follow  a  coiarrjGrcial  lino  of  Tw>rk« 

|>  *Zn  the  neantixM,   I  had  heen  planniag  to  take  all  the  art  and 

l^norliie  olTtainable  in  school,  tolce  a  f«v  general  suhjects,  such  astliis* 
I    toiy^etc,   smd  then  attend  art   school.     With  this  prograci  in  victr,   I  ha4 
not    .ccn  ;  C'ii     ixuch  p.irticalar  attention  to  ly  work  in  sdiool,    imd  hsfw 
inc  dropped  behind  in  ahertlmnd,  X  dropped  it, 

**!  continued  tl^ms,  until  sqt  adviser  oa»e  to  the  house;  and  I  wa» 
induced  to  folXov  «Uat  I  bov  consider  the  saner  plant  tliat  ef  entering 
lie  Collcee  of  C«aQcrce  at  tlie  Iftiiveroity  of  California.     It  xras  Inr  that 
line  too  late  to  rectify  sqr  atistakes  of  the  past   soEiester  -«  the  result 
jf  vrhioh  wm  ham  trnwit 

**But,   going  deeper  than  mere  indecision  in  the  laatter,  the  \i»tole 
ase  revolves  around  the  oatter  of  lock  of  sttH^f*     Bad  X  studied  ev^t  a 
odorats  araount  for  aost  of  the  ssRMster,   X  oi^t  have  passed  in  erezy- 
exoept  shorthand.   (This  requires  special  otud^). 
•As  to  reasons  wijy  X  did  not   stu^,  aside  from  sheer  lasineso,   I 
tliink  of  onOy  tore,     Tirst,   lack  of  interent,   for  the  reasons  already 
ated;   second,   a  sort  of  reaction  froaa  ochool  trork,   brouf^  on  l;y  tmi 
periods  of  sluggiag  eX  sozasthlne  that  I  could  not  uake  r^crself  interested 
in,   as  it  lae  only  a  purposeless  grind  leading  newliere,   and  certainly  not 

I,  Um  direction  in  vrliich  X  vas  at   tliat  tine  interested, 
^i^r  present  ieolin£;B  laay  be  f  :J.rly  well  luagined  tiy  r^r  previous 
at«3entc*     ^Qille  I  blacie  cyself  for  n^r  present  position,   and  hcivo  not 
triad  in  any  way  to  saEBWS*  ayself ,   X  havs  tried  to  faithfully  record  rflr 
St  .te  of  olnd  during  tlie  list   sSBSStor.     Mf  disaijpointnent  in  scrself  is 

..ue  uore  keen  tQr  the  fact  that  X  had  been  pleassd  to  consider  c^roelf 
practicrilly  infallible,   only  h^iving  failed  in  one  subject   (previous  to 
lant   q«Be0ter)  during  tsgr  v^mle  school  life.     Xt  m^  easily  bs  •s«d  tlMi* 
I  uu  in  A  asod  pretty  well  suited  to  t:io  taidc  X  have  in  hmd  —  that  of 


58. 

regaiuine  mhat  mi^it  be  called  nor  self  respect. 

•I  do  not  anticipate  a  great  danl  of  trouble  in  nalcine  nood  thie 
jGEieoter,    althoiicii  I  oliall  certainly  use  sy  full  power e  to  do  so  in  su<^  a 
faoiiion  tliat  I  will  be  well  eatiefied  with  r^  work,     I  anticipate  bettor 
oucceos  tliie  eeaeeter  becauae  I  have  now  a  definite  course  of  action, 
lanned  for  oe  by  ty  parents  and  cff  adYiser* 

•With  the  scliool  and  the  hone,  trorlcine  toward  a  definite  coal  in 
isy  interest,    it  ou|^  not  to  be  hard  for  me  to  foxti  the  third  pnrt  of  tlie 
triangle  by  ruiking  a  eaceees  of  cgr  woric,     I  ao  alee  thorou^a??^  convinced 
!  tlmt  the  course  of  action  I  an  followinc  is  the  best  that  I  can  do;   and  tm 
■-  shall  throw  c^rself  into  vvr  work  with  a  seat  that  wae  XmtSsine  last  eeraesterf 

HniM  CnndifefrMn«»    (4)  The  adriscr,   on  ri  siting  the  boy  •a  horae^ 
r  ited  it  aeone  the  best   in  the  city.      (On  the  imittier  Scale  it   scored  S5) 
It  it!  located  in  a  residential  diotrict  ''^here  the  building  reotrictione  are 
i  hit>u      {4)  The  fatlier  is  not  a  collece  graduate,    but  is  a  suooeosftil 

usinees  man.     Both  the  father  and  the  nother  are  exoeedingly  Intereoted  in 
eir  ciiilciTen^s  future,  and  arc  willine  to  give  theta  all  the  education  they 
'  "ill  tci]:e.       L  >B  older  brother  is  a  senior  In  __^  Coiierc,   and 

an  utmsually  high  scholarship  record, 

^u^u^ed  Progxsa  and  Subsequeiit  Scliolarship  record,   (fl) 
3ub.1ecta  Tatef^             JgCBdl..  fixplonatlon  of  Or  ados: 

1.  Saglish  X  lOOCC  •  90%  -     Z 

2.  Spanish  III+  ao^  •  8Q^  •     IX 

3.  Aleebra  XS  irVjC     70%  .     Ill 

^     ^  W^  •  «^  •     IV 

4*  Be«nonic  Geogzaply  II  Below    60  -    V 

^^eflttMit  Hot  eat     (la)    The  boy  is  hapigr  and  enthueiaotic  about 


hie  achool  wox9c* 

lias  OF  is»omjmQ. 

(l).  Propo8itua« 

(2)»  »«fther. 

($}•  luothor, 

(4).  ociiool  AdTiaer* 

(6),  Teacher  of  I^vrll^h. 

(G),  TeachGP  of  atimflttnujl^l   «id  Typing. 

(7)*  fliSiMKl  B«ei«tration  Caard. 

(8),  ItaBtaX  Tetst  Dska  Card. 

(o),  Gcholarnlilp  Record  Card, 
(10).  nccords  of  School  Attendance  rtmiitln. 
(11).   iJtudent  Activity  Hocord* 
(12  )•   Soliool  Counaclor. 
Value  of   tha  a«»an.ar^  nf  Dnfn,  9^|n|«Y   *^^  ||H^  ^-TfmUt  ^ 

«Teiy  hi(jh  ecliool  a  cw»up  of  students  fall  in  ochol;  jrohip  «adh  y«ar*     SaA 
principal  is  concerned,   not   do  nucli  TYitli  CQii»e«  of  falltir©  in  scholarship 
in  ccnorra,   as  irtth  the  onatf  of  failure  in  his  particular  school,       Za 
his  ochool,    is  failure  in  ocholaWhip  due  to  lack  of  capacity  on  tlie  ptirt 
of  students?       poor  teaching?       poor  hone  conditions?     or  overpjirticipac 
tion  in  student   activities?      TlW8«  sad  aany  •Inilar  (Tueotions  can  only  b« 
fino /ored  ly  nakinc  an  individual  otti^  Sf  each  case  of  failure  and 
suouurisine  the  data* 

The  followinc  is  an  illustration  of  the  point  in  question. 

y 

ttq.l^ailinff  in  Sehttl<inihiT>  lit  th^  Hmf^tn^mw 

airh  >3choQl    xor  the  ifn.ll  Tmsh  of  iQoi«],p^^, 

1#  IbmOamt  of  cirls:     21  ^ 

Anibcr  of  boys:       5g 
Total:  73 

(  2.  G«neral  Intellifjeiice  on  the  hasis  of  G.Z.q.       U.q,  104-^  ) 

see  next   pase. 


2.  General  Intelllg«3c«  on  tlie  ba«ls  of  G.I,^*       U.^.  104  ^ 

M.  100  — C 

L.  ).     91  ~C- 


Beto:  teet  <Lvta 


ar. 


jle  in  63  o9mmmm 


pablo  Slumliic  t&©  Aitlne  In  a«3icral  Intelligence  on  a  SoTon  Point  Scale, 


Hatirif^, 


[a     (i30  cmd  up.  Vexy  Superior) 
|b     (12^-115  ^mrtor) 

3pluo(  114-105  Sii£^itsy  abere 
(l04-t>8      ' 


(94-88     subtly  lieliov  «▼«{«[«•) 

>.    (04-74     Inferior) 

(?$  an4  liolov.     Very  inferior) 


n».   of 


0. 
9 
U 

30 

8 
0 


Per  Cent  of  the 
to^.tq  63  tee^^,... 


0* 

7.95 
17.46 
47.09 

14,?^ 
12.70 
0 


Bete:  27;^  of  tiie  oaeea  are  heiUm  arreraee  intelXlgaiee. 
ASf^  ate  of  juat  average  intelligeue* 
It^  are  ali^^ly  above  areruge  intoliicewce 
0^  afe  of  aiiperior  intelll^eae** 

f.  Ta'ole  Shoving  CbxomiMgiAai.  J^  and  Per  Cent  of  P«(i«eieical  JkK;eleiB<» 
tion  and  Retardation  \^  6s^de» 

(•ee  tiext  pa(-e) 


Table  Showiiie  Glironolocical  A^  and  Per  Cent  of 
P«dB£osie«il  Aooelcration  and  Rttardation  l:y  Grad«» 


61. 


^- wr- 

of 
Grade     stu- 
dents 


Bangs  of  Aga 

V*(i*  III.  L»q» 


KO] 


1^  yr1il6     2  5  yro 


Low  10     25 


i ^ 

'lllcli  10      6 


yrs 


Pada- 
gagloal 
Ac* 


^da^ogiaal 


8  QO. 


i 


15  yra, 
3  ijo,*- 

16  3rra, 
3  no* 


3^  yri  IG     15  yra  15  yrs 


lRidaeogico3r 


of  JTo .  of  I 'Percent  of 


re  on 
Adealera-     Ptiplla 
tion  in         retard- 


16 


4  uu* 


Utm  11 


21 


17  yr 
10 


yra. 


ST 


11  n»i     9  mo.«|- 
16  yrs» 
9  aa* 


>  yrsi  9  rao 
4 
no* 


16  yrbTlG  yrsj 


18  yrfB  17 


3  i30*4« 
17  yrs, 

9  U4}« 


ili(jli  li  10 


2  no 


12 


.oaa- 
■tlo  -3 

jill 


•  yra 


17  yrsTlG  yro^ 
iL  9  JM*f* 


•^1  yrs  18 
yra 
3 
aa* 


29 


Rcttardation 
in  crtuia* 


10 


17  yral     % 
9  m* 


20 


iTy 

9  EM 


17  yis  17  yraj, 

18  yrii,     0 

3  craJ 


WyT 
3  mb* 


ij 


4 


50 


50 


57 


21 


1 


4 


100 


I 


a  #1:  The  above  table  sliowa  tliat  only  12  pupils,   or  16^  oi   the  tpta  73 
l«tiKient8  (alio  failed  to  do  nore  than  one  half  of  the  reiulrad  woric  for  the 
in)  'uexn  peda6»ei4Maiy  aocel orated;  vhile  32  pupilo  or  ^3/^  were  retarded* 

ta  #2l  A  closer  study  of  the  r;in{re  of  ages  in  the  looser  qunrtile  of  e  ich 
da  shoved  tliat     in  only  one  oasa  did  the  pedaeosioal  aecelerati<m  aoount 
one  yca.r;   all  other  cases  of  aoealernttlon  wore  leee  thnn  one  ye.-ir.       Tliia 
wo  that  "forcine",   i.t«  advancinc  students  too  rapidly,   oannot  be  aa«- 
rribed  as  the  cause  of  liter  failure  in  acholarsliip  in  the  ^mjority  of  cases 
„-t  the  Berkeley  Hi^h  School* 


6S. 

Per  cent  of  tot  a  grades  that  ver*  I*s  :  ^»4 
•»•*    •      *     «    •II»«:  17.4 

•  "  «  •  •  •  •  lii»81  20.5 
«  «  •  «  •  •  •  iv«s  :  15.1 
»        «       •         »             •           •         *       V»«   J   37.7 

•  •       •         •  »  •         •     Inc*s:      3.7 

Note   #1.    Grades  below  III   are   not    passing, 
Sotftt  4^.  ->  Lttti  tliaa  1^  of  the  ^l!fc  is  of  *r%ommi&a^ne^  eKmOmi 

j%%  tH«  oajorlty  of  thes*  vtUftontt  d«el4yr«  that  th«r  ar«  prvparlng 
for  collBG*. 
liote:   ;^3.  —  Zh«8#  tsilforml^   Isw  gradiMi  siunr  lack  of  i;«Dorca  ae« 
qiwajplliliiiont,   rather  tium  lack  of  osQr  fl|pMlfi«  aecoQ^liataciont. 
t^pyua  •f  falimro  in  ScholRrehlB  thyit  hfid  alio  l>Mn  aiffOtT>linfgnr 

out  of  the  51  f;irl8  failing  in  odiolarolilp,  had  bean  before 
tho  ftttouoaose  oocxaittoo* 

out  of  the  52  bogr»  failing  in  oebAloro^iip,  had  been  before 
the  atten^etfiee  CMSEiittoe* 
The  grailc  of  these  dlociplincvijcaeee  is  as  foUervs:     JLow  Ten  ->  ooooe; 
tev  XleT«i  —  4  caoco;  Hicjh  Kle^f«B  —  4  easeej  Low  Ttyclve  ~-l  caoe. 
fhe  eenerul  intellieenee  ef  these  dieolpllnoi'^eaeee  is  as  follemi:  One 
•operior;  four  uvorsMgii;  one  ali^tly  below  areraf^e;  and  one 
inferior. 
fjg^r  ^^r^-^r:^r^*^Ti^  <"  afcpMkmt  Afltivltiea: 

Only  five  out  of  the  oeventy-tliroo  students  failing  in  acholoiv 
sliip,  took  part  in  student  sctiTrities  durine  the  tern;   only  one 
otudeut  £ave  tills  as  a  factor  contributine  to  iiia  failure  in  sciiolfir*» 
ship. 

Thirty-throe  cftses  or  46.ajS  of  tho  total  ssrcnty-three 


The  hoBie  conditions  are  as  follovst 


]}.   Father  dead;    pupil   lives  with  ijother,    27  cases.  is«  * 

2y  Mother  dead;   pupil   lives  with  father  and  older  sister  in  ' 

5  cases. 
3).  Mother  dead;   pupil  keeps  house   for  father,    1  case, 
4)t   Father  and  nother  both  dead;   pupil  lives  with  foster  parents, 

1  case, 
5),  Father  dead;  mother  reiaarried;   pupil  lives  with  widowed 

granduother,    2  cases, 
6),  Mother  dead;    father  lives  in  another  part   of  the  state;    pupil 

lives  with  grandraother,    1  caae, 
7),   Father  and  nother  separated;    pupil  lives  with  nother,    6  cases, 
&^  Father  euid  aothor  separated;    pupil  livoo  trith  friends,    1  case, 
9>   Father  and  mother  live  in  another  county,    state  or  country; 

pupil  lives  with  older  brother  or  sister  who  is  in  College  or 

High  School;   4  cases, 
19»5'ather*8  business  calls  him  away  from  home  for  the  greater 

■part   of  the  tine;    pupil  lives  vtith.  nothejr,    3  canes, 
i:J.Mother  teaches   in  another  part   of  the  state;    pupil  lives  with 

father,    1  case. 
ll^,Piipil   stated  that   t  lere  was   so  nuch  dissention  in  the  hone 

that   stucfy-  was   impossible,    1  case, 
8.   Six  Sub.lects  in  which  the  Greatest  llunber  of  Students  Failed  — > 


Subj  ect 


liuraber  of  Failures 


Mathenatids 

Algebra 

Pj..ane   Geo:  ietjQr 

Chemistry 

History 

jpani  sh 

;liah 

lyrench 


46 


.2SL 
.-SSL 


19 


Humber  out  of  the 
73,   t.aking  8ub,1ect, 

51 


20 
24 
31 
62 


14 


Per  Cent  of 
Failures. 


99 


95 


,83,  1/5 

-6J 

.26 


«•  fhm  Caus«8  of  yciiiur©  which  the  student 3  tJima^Tw  gKwm  ia  writing   *** 
o  auB  follotni: 
3).   '*Lae]c  of  stu^**:  Jgl  cases « 

2)  '^•BT  to  BexkeliQr  Schools;  lunr  »urroundln©i  «id  differant  standards 
of  TTork  and  so^ol  octivltiss  asds  adjitstrisnt  difficult*:  ^  eas«s, 

3)  ♦♦Poor  att«idanc«  and  nissing  as  cmch  olassi^wexfc  that  I  gst  Ixflilnd 
and  lost  intercut*;  XSi  casss 

4).   "Lack  of  intoxest  in  scliool  in  ceneral  or  in  particular  subsjects^t 

2£,  casoo. 

5).  "Lack  of  concentration,  olieor  lazineso,  xaattestion  in  class**: 

2S   CO-UOS, 

6)i  "^ent  out  on  too  nany  seliool  nlehts*:  ^  eases. 

7).   "Too  long  hours  of  outside  ojploynent  l*ft  no  tine  or  enorcy  for 
8ttt4sr*:  A  caoes, 

Coi^naclor   'o  notot  Sleven  out  of  the  73  otudints  ^ilio  failed  vore  «a- 
plograd  daily^   either  during  the  afteameon  or  ersiixie*  and  in  soot 
mtMmu  Ijoth*     Wliile  only  4  students  e^vc  tliis  as  a  reaiK>n  for  fall* 
ure  in  school  work,   it  is  very  possible  that  it  was  an  indirect 
cause  in  saveral  other  inataacea«     One  nirl,  wiiila  not  «aployed 
outside  the  hoiae^  had  the  sntira  responsibility  of  the  house  ^TOX1c 
as  her  not  her  w:!ia  dead. 

B),  *l31ness  of  the  student  or  illness  in  the  hone":  JJ  eases. 

9).   "Weak  «yes;  inability  to  do  close  w»tk*i  Z  oa««s. 

1£^*  "Lata  entrance":  X  c-ioon, 

ll)»  "Inability  to  ercisp  the  oubjecto":  jg  cases 

Counselor»3  note:  Wille  only  two  pupils  gawa  this  as  a  reason  fter 
their  failure,  teadicrs  would  un doubt od3y  pJLro  it  in  a  nwaber  of 
other  oasses* 

isy  "llorvouonoss":  A  oaaes. 

13V  "Inability  to  eet  alone  with  a  certain  teacher" :  J^  cfuies. 

l€),  "Lack  of  coaparation  on  part  of  teacliers":  2Lfimmm9m 


66* 

1^  •Prolonced  cut  tine*:  Z  — — ♦ 

16^  "Attondaiwe  at  ni(^  «ebool  as  inAI  am  do^  school  Xmi  to  falliur* 

in  tiie  Xatter":  X  case* 
17),  "Indecision  na  to  ccr  future  7oeatlon  esma^  ne  to  elunsfs*  Ey  plan* 

tfrice  rturl'Tr  the  vaeMster:  i  case. 
1^  <*CliiHSliiie  JUi  rinal  flOHlaiilion*' :  JL  o^se* 
19],  "Spent  too  ijucli  tiiio  on  qgr  Iw'blyi  j^  eao*^ 

Coimsclor*o  note:  TTiis  boy*s  hoblagr  i«  «lr<a.«ss» 
20l  "Spent  to*  vmtSi  tine  on  stu  otivitios*:  X,  «^um* 

9nm  all  the  oferv*  dsta  one  u  nelueion  tliat  the  cMef 

mm  of  failure  in  ilM  .Sttskcley  Hi(^  School  ior  the  I?all  tena  »f  1921-22 
re:(l)  lack  ef  interest,   otxudtf  flBd  MCtoumieaB  of  purpose  on  the  port  of 
^it8;(2)  lack  of  previous  training  -sJiich  civ»»  the  student  a  lack  of 
tlon  £ftr  Ms  present  ymTk^  aX«o  poor  aotho^o  aii4  iiaMts  of  t?ox%; 
(  nta  eeniiig  tttm  mmm  snail  rural  sehools  or  private  aohools  tinA.  ad* 

justnent  in  a  large  city  school  (Ufficult.     l*oo  fre<|iMBt  (^fln^ea  af  scliouls 
also  bemd  to  oMioa  r^arc!atlon);(3)  broken  haciaa  and  henes  that  laolc 
al  cooper  at  ion  nnd  mipertlsion;  (4)  a  T^rofTao  net   fitted  to  the 
Gat*a  indiviOuaX  capacity  and  intaawla  (too  little  vmrlc  is  m  laaA  as 
nuch);(5)  a  WBtSs.  ohoanieter  not  direetod  Hgr  a  controlling  ideal,   or 
'eatnealnoss  of    pixrposo  and  ifiU  to  do**,  or  f\  te&^natin^  voOftAlomal  In- 
teroot,    (peroonal  iwMiiMIMHtfi  with  tJMMM  students  led  the  mitlior  to   beliere 
tlM*  a  la^rgo  imibor  are  driftevs  and  oan  ho  •wrQrod  for  ^sod  or  for  evil); 
Xaok  of  iastato  AutalUcnco  or  leazniafi  oapaoity;   (if  tlils  f»ictor  is 
ng  to  ea^  oonaidoz^ble  ooctoot,  the  stadsnt  is  bound  to  loll  to  a 

r  or  loss  degree  in  rosttlsar  Meli  scitool  work); (7)  outside  interests 
icuiarly  thoao  i^oh  take  tlie  8tuc(^t  mn^  fssn  hocie  on  school  ni^ts; 
(C)  too  lone  liouro  of  eripl«QnwMit   (9)  lack  of  eciotional  otability  and 
IpOiility  to  ®sl  along  with  people;    (lO)  poor  health;  and  (ll)  late  entrance. 


a^rtr  to  o»!ff^imtn«  fm^m  %H  Q,affm»> 


t)7, 
A  1«VK«  ^Ammmtrixy  eehool  In  OiWiiiid^  California,   is  aa  cxaiplo  of 
#Mro  puplla  ar«  gSM9«d  In  olassea,   aoooM^Mff  to  clironoXo^oaX  and  amdftl 
ageo,  toaelier»*  MMiittat«8  •f  •aoh  pupll*s  ability,  fmd  ability  aa  flbham  Igr 
preyious  porfoznanci  of  •ofeMwl  «ox9fi*       7hrox2£^  tli«  ooiateii^  of  tlia  TttpmtV- 
nsnt  of  Bas^rch  rmd  Cmid  xice  of  thm  tttHftmnA    kiliooln,   tlm  KiUior  had 
0  iHjrtunity  to  vor:    o^  t  Zlie  interquartile  nw^o  atoAimdlsn  for  the  ohx«no* 


logical  AiB*  wbA  thm  wmMtX  ts»  •^  maah,  of  the  nineteen  elmmmmt  in  tills 

5uvu-<;^  on  page,  (^9     ; 

SoJiool.       ^iiia^is  yeprecfiBt«t  craphicaiay  on  the  folltwtog  diast^  ■Wift  it    -^ 
8ho«8  out  efficiently  the  principal  oad  tmixiimjim  luA  fljBtupiid  th«ir  pupila 
iuto  claHM»* 

lioto  that  for  rrvigr  grate  fron  the  Special  Liaiied  1  A  (i^  /('irt^) 
tc  6  B  (Mf*^  5ixth}  there  ie  a  eSic^t   increase  in  eumlal  a^*     If  there  were 
no  pedapHgloal  aecelerati«si  or  ret^irdation,  thie  roriatiott  la  both  mental 
and  chronolocical  ag^  would  \m  «lJE  months  for  each  ssaMi» 

I^  ring  ^km  j«i*ieB  and  interquartile  mnewi  COn  tlie  cliart,L*<U 

is  lov«*  quart  ile,  H  is  mediem  (Utd  n*V  i*  u?P*t  ^euortile)  of  both  the 
aent^a  and  chronolocical  agee  for  a  particulaar  gf4a»  the  anount  of  poda 
fiocioal  acceleration  or  retasialiMi  ito  Mfeift  garad*  is  seen* 

^te  that  x«r  tJte  a«v«s  <*8P9cial  liiiitcd  olMaaair*  t3m  mwrtml  aipos 
«M  in  line,    (as  thigr  should  be  if  the  pupils  are  pgptperl^r  olnaitffisil 
ascordini;  to  laentnl  oa|^actltgr  maA  ability  to  d»  b«^s^  ^ssiIe),  but  the 
ehronologifial  a^as  aara  dasid«d2y  out  of  line.       This  Qhaira  «hat  '*iii8fits* 
Xhe-Ji  children  rroiad  hsTO  ba«ii  in  a  ra^^alBr  class;  for  being  "orer  ae©" 
they  arc  very  louch  lai^er  than  the  nemol  pupils  in  tbs  particular 
to  idiich  they  Tiilang      7he  fact  that  Uiey  are  much  l«««r  in 
intollieenoe  is  ^unm  ly  the  foXlsviag  taiae. 


XTUfe^r 


^ttit^ae%o  T."-^. 


1 


6d« 


Table  Sfaowing  itedian  and  Interquartile  %y[|gM  of  General 
Xiitftlllgwce  of  nineteen  J^tmentasy  CXaj««s,  Aanaaeed 

IV  Grade* 


apeciol  Liziitcd  I  A 


a^cial  Li3i3ite4  Z  A 


m     M 


1  A 


1  B 


ajpeclal  Liuited  2  A 
&  2  B 


M  \sL 


JEhhb 


3  B 


88  Syeeial  Xdnitod  4th  & 

6tJi 


98     101  JLOl 

4- 


4  A 


97    I    09  jllO 


4  B 


t 


2ft 


n»«      (^ 


9t 


2S 


95*5 


103 


8a»& 


loa 


96 


uo 


1<^ 


2^«5 


2  A 


2  B 


?!!« 


5  A 


f9  (lAl  iO» 


in 


5  2 


90.5 i   97      Il07*5 


Specivl  Lluited  3  A! 
&  3  B 


97  \  101  104 


special  iiiidLle<!  i  JOST^ 


I  Vf 


+ 


97      1107 


6  B 


\n  I  £i«£  m 


Speeial  Idaited  6tli  ft 

7*;h 


SSL    I  U 


M 


94  I  103  1107 


«  A 


O. 


M.  5 1 104 


6  B 


162.5;    94.5!  103.5 


%tG:     .':i.<c  lntolli4(uco  quotiontu  llaied  la  VM  &l«v«  ta^A  were  eblaiaed  in 
evexy  ease  liy  eft  iadividiial  ieet.     1%ie  teift  given  wae  the  Stanford 
Revision  o  f   th«  Blaet*8SEioa  Oenena  IntelUflMMie  TMt* 


I 


■t      ■* 

?S 

i  ? 

s 

:  i 

■8 

J, 


I 


1 

3 


^ 


I 


I '  '  I  ' ' '  '  '  ' '  •  '  i  '  •  ' ' '  T'  I  I '  1 1' 


1 


' ' ' '  I ' ' 


iii7lriiitn":r;i"  i-l 


«•• 


M^ > 

B  Accord!  ng  to  Jolm  Detrov,    "Tlio  actttal  success  of  a  t«aeher  depends 

a  large  taeasure  upon  her  m^mfiitT  to  state  her  sul}^«ct  xoatter  of  in* 
Btructioii  in  tenas  of  the  experience  of  the  childron** 

To  state  sutoject  nattor  of  instruction  in  tezne  of  the  experience 
of  ar^  group  of  children  neoeaoitatee*  not  oiUy  underotandinc  cMld  life  in 
!  renoral»  lut  undorstandinc  ixidifidual  cMldreai  in  a  specif io  (rrotip* 

The  following  ease  illustrates  tlie  point  in  (fuestion.     A  principal 
a  Part'tine  Scliool  in  a  asalX  tofvn  in  northern  Colifomift  waited  to  ciake 
.-jt  inistruction  tie  up  as  far  as  possible  vith  the  "nronflnt   job  of  erjch  t5u- 
pll»  or  rdth  tlie  Job  for  ladiich  he  tras  preparing*     Sbm  alas  tmntod  her  lc»» 
sons  in  hciath  and  citizensiiip  to  actually  fonction  in  the  lirea  of  the 
ildren. 

To  aoeoeiplicdi  thls^.  prerious  to  the  oneninr.  of  the  IFort-tiric  School 
I  slu:  nr.dG  a  mirrcsf  of  thtt  OMoeapBilty.     Thin  included  the  following  points: 
I  (l)  ApproTtnaf  nuEiber  of  youths  affect«4  ^  thm  fart-tio*  cdMPati^n  law; 
("')  nationality;   (s)  ^ploycieont  in  idiieh  Juroaile  voxkers  wer€  ODyiloyed} 

f  Sonet Jiinc  of  tlie  type  of  hoiacs  in  '«^i<^i  the?,'  lived* 
On  r«£::i8trati<»i  dcqr  tliia  prjrt^tine  tsaolWF  mmtewmd.  vith  c;ich 
pull.     At  the  close  ef  tbm  daor,  her  "case-record'*  eardsf?  for  twonty»five 
xl&,   contained  the  data  listed  otn  the  follovins  chart* 

itc:  These  •aords  were  made  lay  the  principal  for  her  o\?n  priv-.te  use,   and 
thai  reason  she  <&ddeA  socMi  itams  under  General  Social  Data  vhioh  Trere 
lly  her  «m  Ixrpressiewi  otated  in  ralatiTt  texBis«    These  trere  of  only 
;>oraxy  help  to  Iicr  in  dec  i dine  on  an  iiaaediate  plan  of  orcaiiisation  for 
■voitkt   and  were  not  included  in  her  perBianait  records*     The  autlior 
Lttdes  tlxio  eliart,   not  as  a  sanplo  of  case  reeerds  conforriinG  to  standard 
J,   but  to   s  ov;  that  casa  records  are  helpful  to  toacSicrs  in  ouitine 
iliods  to  pupils'  needs* 


■^J^  ^  "<."w»'"J'-  —■-  J 


#.«n 


M*trft3- 


tttSMtix 


4»4    [.£«« 


Charts  ilMwiilfl  9mmary  9f  Data  trea  Case  Records  of  Twenty* 
yiTe  Pupils  in  the  ..    Purt»Tine  School. 


7JU 


Ret  Sex: 


iissi 


i 


m  .III  ii  i  I  'i  I' 


ity  or 


SnMMitt 


GtaOm 
Reached 
at  the 
tiia*  9t 
lerivlni; 


Subjocte 
i^lccted 
in  Part- 
Tiiae 
School: 


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General  Social 
Data 


,-)!    G. 


17 


ZtaXion 


TolepiionG 
Co* 


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"bct-ween 


'B.  '  li 


iinn€ 


•i 


juolKjy 

^  for 


iKe3rr 


8iJE^ 


iBC 


JiBiid  Sowissra* 
style, 


ine; 

flaaUy  ds. 
•id«A  sn 

spelling 


'iiVcirircd  t^t  he 
was  interested 
la  Bothiii^  that 
the  rart-Tlas 

aalMSl  offered* 

.'TL'VTTisar«"> 


!C  one 

desire  was  ts 


iduct 


13}'    a.    '   17. 


fc 


r 


Italian 


Helper  era 
a  e2ii.cks& 

ranch. 


J3m 


Busutese 

ssrrespond- 

ence. 


■^ 


16. 


^htmxoh 


17 


Gexnfiia      |  J^aijiter*o 
htt.pear 
fwevfcs  t^T 

father)* 


rtdj"^ 


TT 


^taliSR 


Xssys  heose 


Insthers. 


iinieked 

Ki^iith 


n^onduct  exei 
incay  rou^; 
tried  to  break 


idiat  ths  sill 
needs  ooet  is 
eeciidt  aad  nsztal' 


^li.hth 


laiiislnysss 


^oiper  in 
A  r<>^tr^ur• 
ant. 


afini^^ied 


jHsadiag^^^ 
Vrit0ig,aiid 

aritlwiet  ic . 


mbSk^9U 


tttt  put    ;4lt    of 

the  full-tins 
Sfl^ol  becatme 
Sf  incorribil>il» 
ity •Wants  to 
stild^  the  aub* 
leols  sleeted  ss 
as  to  handle  his 
fath«r*s  ^in» 
ass  cs  r  r  o^psBB* 


IS!t, 


seel  in  llontsnp 
fifty  uilon  f 
a  ruil»ro     • 
dWdLsUtf  to  learn 
.Appsare  to  be 
rmxr  slow 

liiwm<U3iyi 1 


**  t-- -■*''.  '^■'  ';, 


,  U- 


i»o:     •■'G.-^i 


m 


Ag«l 


itgr  Mr 


np 


1-  . .  - . 


(7)        G. 


R" 


-o   chod 
at  the 
tia»  of 


i; 


irlc 


i<aaploy»   i 


ievontli 


17     ;  Pole 


-iolivexgr 
croeeiy* 


KGoeiv«A 


i^.  i  IS       Italian 


i«>«»-Mi^ 


)U.  Ut 


Wri 


,il}.   0,    ,17.    'iriah 


^■iiiiii  ill 


).;  G,      16 


ilolpor 
la  Ms 
«ncle*s 
trarit 

JBOBBMkMmm 

keopor 
«t  liorio. 


tttatlon 


Sixth. 


niST 


tialOGLii'l      :  i-'liiiaiiod 


Ift  Gatidy 


/ii.lG] 


iTT 


Sinth* 


3^3  f>ct  3 
Bleetod 

Till© 
School: 


!»£;  and. 
tjrpinc. 


"SSSSjSx* 


j>9i,%im«^ii^ 


3«wing« 


SSL 

General  Social*" -: 
Date'. 


for 

lanoral  conduct* 
oonditions 


SDBLJttSX 


Jkther  and  xaother 


Qmxmem  and 
PolliAi,biil 


r^ 


3^  of  10V 

cientality. 


'-^e.iinQ. 


ricao  IStlMdPjr 


G,     17 


i 


Italian 


in  jPancy- 


Orill 


)/^>.      17       Ujeric.  Ji  ;  T«|^" 

'j  driver 
/'  for 


m 


rr^ 


ii«nth. 


SumiinH* 
in 


liS#r 


telling 


Uinth 


3SSJ 


oa 


\  Paol:lne 
Jietory        Sistli 


Goja*l,Arith, 


i*ather  a  plast* 
erer.lcnGim  no  a 
(temblor.  Ton 
children  in  the 
faiiiljr,  Thi« 
•''■^"'    kept   at 

to  care  for 
'^ounner 
o..ii.  -  -•,'7!iiie 
the  1  •  (:o^» 

out  to  do  liotBW 

Xb  «a|Ea(;ed  to 

)M»  Barricd; 

to  fit  her 
for  hor 


'SSt 


es  fnunJc^jr 
tlttk%  li«r  eMef 
«Bl)ition  in  life 
la  to  hare  a 
e»od  tiiie. 


Al^eors  to  i>e 
l^iA  of  rather 
lare&  pogsibil- 


Parent : :  OT 
to  0< 


1^1  iah 


\Wttm  «1X  appeafw 


Oouposition.    iMMiee  a  li-ve 

pro bl eta  in  jVaor- 


**W>«|M«MKMW«I 


■lUlMil 


^«j>,f^w— Kifc^awwi»"x«»»^  imiifmmmim^^'^ 


,o: 


Oii^i^  wiiM  nil  1^1— ^iiia.i^Wi^p'.w  —■■Mil 

lonal« 
eiit : 


■i  III ■  ■  i^i>  i»ii 


}     a.     !M     I  Italiaft 


iftafCUQqMnts 


k 


17)     C,     1"? 


Mamgimm 


MpHwUyfei 


iT?nr 


SilSSSffiEKSr 


lii   U.      17 


T 


"ST 


Graiie 

at  tlie 

tijBMi  «dr 


t9HWBwM» 


m 


fUnnBtiXtk 


a* 


Awa  SxSO 
I".!!,  to 

11  P»M« 


an^aota 
^laeted 


ol: 


tsfaxMsiiMi 
•ffaanid  is 


73. 

General  Social 
Data- 


gTBflii 


t&iWt<>y« 


ed 


^aaric 


^fiJilor 


«S.^pH»M 


ui 


iCrocersr. 


17      Uf!3«rloan 


is  saatlan 
picture 


after* 
naoiw  and 


KS^SS^ 


jntvKk  nay  aim 
story,  her 
erwB^act  xHsatfs 
WF9  aflfa»<?i(^"» 


llntTlctd*  -^ 

Mwomit  JiivB  no 
int»Tef't  in 
her  liOB»,  !ier 
woTfe  or  In  t^^gr 
subject  ol'for- 
ad  in  .>cJiooi, 
Haaia  life  la 

Whmt  askad 
irfMI  idka  iieaa 

IMNHNMit-ad  la 
f*io  rryplied 


dleaavv 

iWlth  iu=,. 

loai;  oonf  *;r- 

*^  see 

f.  In  a 


Xttgh^pmei  ha 

Tctumed  to 


SPlort.'XT 


5w|j^ 


WorJcin;    to 
help  her  hu»» 
iKuid  tnacT  a 
lioiae»Mblt  ioue ; 
ne^iftn  friendly 


lor. 


V  1  one 

♦o   '   ■        ion  the 
rtVuility  of 
eontinulngr 
her  present  Jobj 


?v 


A«jil|x«iionp.?« 

Pre3«at          i©»ad« 

'Ubjaots 

General   Social 

M^—     ' 

il7  «3r 

3^pleyn«itt 

Iteaohed 

I  -^'X@ot0(i 

1 

l^MomAi 

tjbw  vf 
X«ttvltt« 

School 1 

Data 

K. 

1 

Sttk^l* 

\i9l)\   B,       17  jlriah          jpelivoiy 

3«nrii^i 

yf\\  indicate  am 

: 

Soy  Tor 

prGier«w«  for 

■          1 

i 
1 
1 

&K«g  aiMXlB 

- 

Part*tias«  School 

1 

%mtwt9d  in 

1 

■ 

Hi—fine  oxT  and 

•- 

sfttixtg  ailly 

i}\  a.  \  le 

It  .alia 

issBSssssi  a" 

1 

haviiag  t«  oon» 

i 

«mll 

hotel* 

bbIi»1»  ^*ztn; 

tflM»  iitttidii  hctath 

and  jwwljg 

6. 

li 

ItaUaii 

i'rc-ich           'r>lxth 

B«adinc 

anJcwy 

SOTtng 

i^-'    -."!•» 

la  liiater* 

»c.          •  for  a 

CaimMqr 

16  i-         .t  least 

l^^^^p  ' 

ia 

trill  oonaiot  of 

flRsmcr. 

^1 

B.       Ifi  i   Itallcm    1 

"wrtDploy 

1liii& 

iah 

Soiit  to  l^rt- 

1 

«A* 

viiiluaetic 

Soliool  principal 
utaa  «Afcd  he  tms 

^K 

ttzvatltt  emfi  in^ 

1 

corrlf-lble.Ha* 
ixzoiaisod  to  vork 
iMle  la  th« 
Piirt«4i»i  Miittcl 
••  that  hAMir 
b«  rooowi*^'''^ 
for  a  jol,         0 
jBOBt  m            rs 

^m 

la  tiiis  Xvw«aity 

^K 

gfiwm  )8fodicsNnc9 
io  begra  roeoa»» 

^H 

! 

B' 

■ 

ended  Igr  the 

^K. 

oe  have  soeso 

~              I 

1 

1  %hj- %  Jk    ^M*    <k^i|  M    In^i^ 

Sex: 


73. 


Ag»t 


17 


Amo 


JP2*«««»I 


3srr 

G 


for    ■ 


BXQTOUth 


at  i^ 
tJUaft  of 


■W»»«i  I  ■<»»•*»■ 


I 


Sio^a^ot* 


in  Pari» 


c.  ijol; 


General   Social 
Data 


i'auiiy  Hair© 
■uf  f  orod  f  innt* 

a&4  need  IM^"^ 

to  x<Jtur«i  t« 
luXl-tirie  hlf^ 
achooX  next  tosaa 
Mftt  the  £^thex>* 
Wornad  hor  of 

don/rora  of  tlva 
boards  |MreXti4m« 
n^  ft«l8  that 
h«  oati  te 


Tho  fir  at  QQuolxxBioa.  that  the  part«tiB»  toaoter*  horeiaf*   d?««r  £ma 

tkar 
«u«;    .oove  d^ii^a  was  ^^1  foxuaX  saatlkodt  of  cl^iaa-inot  ruction  \T»uX<i  Tor  tlie  i^st 

/e  to  bo  HTiowd«n>rt  and  individual  instruction     ivon,  bMumae  of  th» 

vriation  in  iMiiMiilrtlilliiiHiit  iai  prorioira  wdioorl  m»A:,    in  rurosmit  «»• 

»»   interest 8»   and  nooda  of  thm  putpils  conftAxncd. 

Her  aocond  o«aoluslon  «ra«  thaK  tliitoo  bri«f  "eaMMToeords"  nould  ha^ 

enlarced  iQ>on  «Bd  a  aoro  ««ai?l«t«  vtw&y  imd«  of  «a^  ladividuaj 

kt«   in  order  tliot  oho  mX^  stiit  Her  to^ioliinc  to  their  lUMda* 

Xa  eajM»  irtwro  a  atvdMtt  io  knovs  to  he  in  poor  hMiSi^  or  yi^txm 
do«aii4»  aro  aad*  upon  his  t tea  lioffiwiiiw  of  otttoicte  oraplosnaont,  or 
'jorlher  worth»«3&iI«  interosto*  there  i»  elvta^m  a  ^WMiioa  ««  t«  viiether  a  full 
hool  rtTncx&n  idiould  be  attonplad*     A  stutfy  of  each  individual  oaao  la 
sy  to  decide  tiio  (luestion* 


.LJ^. 


iftfar-T' 


76  » 

tWrnmrnvcT,   in  tlMt  «T«yag«  Mc^school  the  nmAber  of  th«s«  oae«8  i« 
caall  In  o«rapariaon  rrith  the  nm1»er  of  studMits  irantlng  to  tak«  norm 
the  noisua  OBount  ottmtkp  ncv^el^r  fivdeor  six  subject  a* 

The  adrieability  of  oHo^nr  th^aa  to  do  thie  has  lonr  be«m  n 
ooted  question.     Seme  teachers  haTS  argued  that  superior  students  trould 
do  bettor  iffork  if  they  lusid  more  to  do  •>-  that  four  subjects  left  thera  trith 
a  surplus  of  enerry  that  mig^t  iieXl  b«  dstvted  to  Eu>re  3tu<%r*     Sons  have 
even     rouLd  that  tte  sMdl«cre  student  could  carry  eoctra  trork  because  of  the 
-tra  driTS  and  noDcntum  tliat  he  seuXd  derelop  in  ciTlng  up  sobhi  s^f  his 
Hpfcsids  aetirities  and  drrotlns  oere  time  to  work* 

Other  teaohers  Imrm  avguod  tliot  no  otud«it  iftiould  be  allOTred  to 
t  .  .ai  four  subjects,   elaiainn  that  a  student  could  not  do  real 

^.    '  ice  to         c    .  ion  t^ixj  nuuucr;   thut  aXXosiiag  Mq  to  taks  oore  resulted  in 
li.  s  the  scholarship  standard^  emA  prevented  sum  students  fzwi  receivixi^ 

"r     ding  grades*;  or  that  if  the  mctk  in  five  or  nore  subjects  w«>''e  done 

thorrau^jhSy  the  student  did  not  have  anou^  tine  for  recreation.     Still  othev 
felt  that  the  reasons  offered  Igr  etudents  for  susliine  throu^^  high  sehool 
-  (?re  nut   sufficient  to  warrant  the  lack  of  assizsilation  oi  tiie  subjects 
utudied,   and  that  it  -sas  part  of  the  speed  mania  of  the  daor* 

Since  no  data  wers  available  to  prove  or  dioprovo  these  arcunents, 
or  (^:ive  a  basis  for  couuaoliac  studttits  in  the  future,   durinr;  the  ?all  Tcxn 
■  1921-22,  the  autlior  Biads  on  individu^  ease  stuclly  of  505  students  in  the 
Brkeley  Hi^  School  carxyin^  five  subject »•     The  follenri^g  outline  xtaM 

%*  Jia&e  of  student, 

8«  Mtam  of  student's  faculty  adviser* 

3.  Orads  in  aohoul 

4.  Ceneral  IntelliEe&ee  as  measured  tgr  Gnsup  Test* 

ft.  Previous  Record  in  SclioXarship,   SatisffWtory  or  Unsntisfacto^ 

^te:  To  be  sstisfoctoxy,   soholareliip  loist  avera^  second  Seetien  er  bettov 

on  a  five  point   ncnle,    and  at   lonnt   four  subjects  c  .rriod  Br^xih  tem. 


77« 

6.  P«>eTaBi  of  BUtJocts  for  ■nrecent  tena, 
iBOimt  of  credit  ci.vcn  for  eaeli  8u1:(ject,   i.e»  -|  imlt  or  :^  uiiit. 

I  tho  latter     io  a  one  period  sul^ject  and  requires  no  outside  prerparation 
Scliolarahip  gradee  for  first  period  and  for  the  term, 

7.  Hittilier  of  Study  Periods  at  School, 

8.  ^uaber  of  periods  spent  at  the  Hi{^  School  eadb.  dogr* 
0.  la  a  fxill  forty-nlnute  limdti  period  provided  for  in  the  student's 

pro0Paat 

10. Student's  otm  stntement   in  vrritine    iQ  to  why  he  wished  to  take  nors 

tliSB  the  nonn  .1    iiount  of  \9ork* 

11, Student  fustivities  participated  in  if  any. 

12,   Subseciuent  notes:  Such  as,  health;    eubjeets  dropped  if  wogr,   tmA 

reasons  for  failure* 

At  the  end  of  the  first  period  of  oeven  ws^ls,  when  the  3c)iolarahip 

cradea  ior  tuat  period  had  be«i  recorded,  the  author  s^reeated  these  oas* 

records  into  two  croups.     The  first  group  Group  I,    included  all  tlione  otu- 

dents  vTiio  were  areracing  •II-"  or  better  in  oc3iolarsliip  rtited  on  a  five  point 

•caleP^.  Tr/o  "Ill's"  or  a  "IV"  or  a  "V,   autorintically  tlirow  the  student  int© 

o  second  ©roup  Group  II.     Personal  conferences  were  hold  with  each  neraher 

wA  this  seeond  c'oup  to  dStezninc  the  cause  of  his  failure  and  adjust  his 

pro^r;.!u  if  neeessaxy* 

A^ter  uakinc  a  careful  study  of  the  sOBBBozy  of  all  the  data  con- 
Ik. 
IBned  in  the  five  hundred  and  five  cane- records  of  these  "five-subject" 

jstuionts,   the  followiiic  conclusions  wore  readied, 

L^  1.  Hi£^  School  otudents  of  superior  capacity,   as  neaaured  I^y  eroup 

IH^s  of  concr^'l  intellieence  and  previous  accwapliolsaont   in  school  wozk»  lAm 

are  ambitious  and  pl^roically  stronc,   and  who  are  not  eeiploycd  oiibide  of  school 

hours,  will   ('o   satisfactoiy  work  in  five  subjects.     The  Hollowing  data  ahem 

jt  this  frroup  does  a  better  quality  of  work  tlian  the  "four-subject"  croup. 

Alio- ring  a  student   to  tnJce  no  re  than  the  noxxoal  aciount  of  woric  io  one  wagr  of 


||Miajig  the  needs  of  the  superior  child. 


.See  Mis»S  .56 


7B, 


jaokoa  little  or  no  differanoc  lAiathor  tlie  fifUt  aaloijQet  le  n  on«  period 
lisabject,   requlrin^^  no  hHM  fon^arsttloii,   or  a  douMe  porlod  siuUJoct* 

3«  ilBtbitlotifi  studonts  do  find  tisM  to  pr^ipar9  thoir  itoric  outsido  of 
oiiool  hours,  isSien  their  oi^teool  paogXMt  does  not  pro'i^dc  etxxSsr  periods* 

4*  Caansring  five  sulsjects  does  not  prevent  tlio  oapable  otud«sit  fros 
participation  in  student  octiTitios* 

5*  Amtumkag  i3m^  the  student  ve<$m^Ugm  ^«  iall*  ^^^^  suttjeets  is 
in  i^ood  health  and  has  no  outside  interooto  thai  SMiee  taxgit  d^MMids  vpm  his 
J,   the  first  faiOtors  that  the  ailviser  moat  consider  before  grimtinc  the 
:  quest  aist 
(l).  Previous  aeeei^lifltaMBt • 

^'his  — ttsmres  jsere  or  loss  aeewratelgr  MIAts  of  study, foundation 
for  the  present  «efllc«  sad  emmfwaX  inteiiicence, 
(2)«  The  child's  ec^eeitgr  as  stasm  tfr  *  asntal  test* 

Tills  cives  a  clue  to  the  aaount  of  effort  tlmt  the  stvderti  had  te 
exert  to  earn  lils  provious  giadbM  in  eidiolnrship,     llhile  tiie  BMtttaX  test 
seasures  oapacity,    it  does  not  mcrjtsure  habits  of  applicant  ion.     iXeanoe  it 
Bust  be  consitered  together  vtith  the  record  of  school  acconpli Jssit ,  for 
students  of  the  Mas  ja«ital  level,,  as  m^tsured  1^  t^romp  tests*  de  not  aXSBQni 
do  the  saae  qsallty  or  ^psKtity  of  work* 

Of  the  *fi-fie<Niubjcct"  4;roup  studied  forty  out  of  the  forty-t'ns 
students  she  tested  belsv  average  In  emiavaX  intelligence,  agaA  lAiese  pvev* 
iouB  scholaraJiip  was  not  tlioroucIiGiy  satisfactory,   failed  in  nearly  12^  of 
their  xrori:  and  reeeived  only  veiMKisg  gfsdes  in  33*4^  «»«••     Clearly  these 
etudcmts  were  not  fitted  to  uodsrtalce  'Siore  than  the  noiaual  aciount  of  hi^lw 
scioool  \7ork* 

f) .  a'Iio  reaiMn  that  Uie  child  offers  for  vantinc  to  take  maA'Ok  «avk» 
This  is  found  to  be  vezy  sl^ilf leant*     Ssq^nense  shews  tluit  a 
special  intereot  in  a  certain  ouhject,   love  of  Trorlt,   rmd  tsiMftlmi  as* 
iui  ortant  factors  in  school  suecesa,  vhile  offirelgr  nai.lnc  up  a  forcter  de<* 


it  is  often  a  tretimw 


"ci   acy  is  not. 
A,    lone  incontive, 

liile  this  is  a  difiioult  fuetor  to 
(tons  force. 

Tb*  «ttltttd«  of  the  hone  tovorda  •dneation,    school,   acadenio  oec* 
— '-:'l'*'.n«!jt,   and  pride  and  snbition  ore  subtle  factors  Taut  very  potont  ones. 
6.     In  ovciy  imtaflMe  no  roquest  to  take  moro  than  the  iior!!ia3.  aciouit 
«f  worlc  iSumlA  be  0n«l«d  aiQr  hin^sehool  student,  withuut  first  nakine  a 
$Ktet'Ml  stuCy  of  the  ea^«       Vhile  avmamxiem  iraeh  as  the  followin;^  shev 


f»eral  trends,   an  appeal  to ^ cane  hiotoTy  of  the  indiiridual  child  is  the  only 
ftasihlQ  ntethod  of  estinatine  the  aignificanee  of  any  one  eletient,iih«*ther 
toolth,   iiuiate  al}ility,   interests,  previous  ooomafUMmmntm  or  i^at  not. 


of  Cos*  R#eerd8  of  All  Fire-Subjoct  rjtudents  in  the 
Berkelegr  ^0t>  School  for  the  li'all  Texri  1921-19?>2. 


I,    The  total  nuEiber  of  iierkelagr  Sidi  MteoX  •tudents  carrying  five  or  uore 

subject*  vaa  50S  out  of  a  student  bod^  of  approxinately  1420, 
2*    Tlie  nudber  doinc  satisfactoiy  work  at  the  end  of  the  first  period;  avcr- 

ai4.nc  •II-*  or  bettor,    (&roiq»  I),  una  ^7  or  52.87/^  of  the  total  506« 
3»    The  aMOMr  doinc  unsatiefactoiy  work  at  the  end  of  the  first  3>©riod,aver- 

aciae  lo*»  tliMl  «IX-*    (Group  II)  traa  238  or  47.12/^  of  the  total  &05. 
U    The  maaibers  according  to  classes  vers  as  fslle^at 

Table  ESioslne  So.  of  Students, and  the  licdiaa  and  Xnterttuartils 
Bance  of  General  Intelligence  of  the  Tiro  Groups, Ajpraatssd  ly 

Classes* 


Group  I 


Gro\ip  II 


Class 


10 


Us.  of 


38 


GensvaX 


Class 


V^%*  130 

H.   116 

L*%.  110 


Lotr  10 


]Ss«  of         n-eneral 
Students     ^tell^jmyy,, 


30 


u.a.118 

Ul  96 
L.q.   88 


I 


80. 


4. 


ftr  Acoordinc  to  Clas0««     (Continued) 


sezsa 


asm 


(^roup  I 


G3P0^  XX 


Wm»  of      f  General 


'MSL 


He,  of 


General 


SlauL 


iiil^  10 


38 


H.      11?> 
L.q.   104 


Hiih  10 


81 


O.^  117 
H»   105 


>n  11 


74 


fc 


U.q.  117 

M«   107 

X.,^.  100 


Low  11 


C7 


U.Cl.  112 

il.  104 

L.<1.     07 


£^  11 


22 


U«(i«   118 

H*  103 

L.q.     97 


&i£^  U 


40 


U*%.  105 

M.  101 

U%*      97 


>w  12 


12 


69 


U.(i*   128 
U,   121 

L.a*   109 


I«w  12 


52 


U»%,  120 
tt«  US 

L.(l.   103 


28 


U,a.   125 
il.   123 


llif^  12 


U,q,   115 
U.  108 

x»«q*  101 


te:  The  alcnif leant  point  in  th,e  alaovv  table  is  tliat»  vitli  one 
tion,   the  Qodian  and  Inter^qtiartilo  rnnf;«  of  ewMOMl  intollleono* 
for  evexy  cmdt  was  reiy  nuch  higher  in  Group  I  tlian  in  Oroup  II* 
Is,  The  general  intellicenco  of  the  tvo  gMnqtw  is  as  follows: 

(Gbroup  I  (249  atudwits)  Group  II  (207  otudoattB) 

U.q.  125  0«a»  115 

21.   113  H.   106 

L.«^.   103  L.a#     9& 

Tablo  alio^n{s      z^.   of  Studonts.ond  Perevstaeo  of  ooch  Group,   m  e-zkcKSv^^^ix^A^;, 
o^  tht  ScTon-Point  Scalo  of  0«i«ral  Intelligcncos 


iting 


Group  I     heT)' 


Group  II    (239) 


ho .  Student  a 


130  or  bctt* 

0-115 
114-105 
104-95 
94-( 


A 
B 

c- 


34 
87 
61 
43 

23 


JUL 


ijjiii^^fij^i,  1. 1 


Ko*  Student p  |  Percentage 


13.6 
34.9 
24*4 

17.2 

9«2 


a 

51 
63 
M 
34 


3.06 
24.63 
26.60 

2C.08 
16.44 


15.     «ieral  Intelli(ience  of  t    j  l  jo  /rroupa     (continued.}. 


81. 


AWitinc 

Oiaijffi.  I-    ^2G7l 

!! 

Ho*>^tudents 

Pere«mta(^e 

of  gTOttp 

Ho  .student  8 

Petcent  ->..'  -e 
of  Group 

;4—   70                 H 
1  —  belotf        S 
u*  not   tested 

3 

0 

16 

1.1 

0*0 

7 

0 

31 

3.38 

0»0 

ote:     72.9/-'  of  the  student o  in  Croup  I  teot  above  averag«  Ib  g«ieral 

intclliLencc, 

&4.9/^  of  the  students  in  Group  II  test  alsore  arera^e  ia  etCMral  in* 

t2llit;ence. 

6*  iiuuucrs  in  the  two  £:,roup8  takias  Masio  or  a  ^  credit   subj^jt  as  their 
filth  sul)jeet« 

Bote:     Uaagr  students  aii^Bue  tliat  m  fifth  ou'bject  that  roqixires  no  outside 
preparation  is  no  eo^ra  Intrden* 

Tal»le  Shewing  He*  of  Students  in  Group  I  and  Group  II, 

Listed  According  te  lOttther  Th^  are  Taking  as 
ITifth  Suljject  Ifusir  er  a  i  Credit  Sul^eet* 


oubj  (ict 


Be*  ef  Students  i» 
Group  I .t akin?:  the  subj* 


aansBB 

»0«    C 


saKR 


_  _  of  i^tudento  in 
Group  II  t:tlcinr:     he  nul^j 


X.Printing  U  credit) 

2» Chorus 

3.  '  jid 

4, orchestra 

5.  V  plied  iiuaic   H  credit} 

6. lupine  (i  credit} 

7,Ui6ht  Singing 

8.  Glee  Ciuh 

Q.PenuansIiip  (i  credit} 

Totca 


4 
22 

5 
21 
15 
82 

4 

0 

132 


4 

17 
14 
14 
11 
38 

2 

4 
10 

114 


Botes  The  sio^iificant  fact  in  tlie  abere  table  is  that  both  croups  did  prac- 
■^  ticall^  tlie  aaios  kind  of  vork»s«  that  the  difference  in  s^iolanihip 

^B  of  the  t«o  grsiaips  could  not  be  asevlbed  to  this. 

Vnve 


la  c«roup  1,132  or  49^  (of  the  total  269}  took  cmsic  or  a  ^  credit 
•ttb^eat  as  their  fifth  subjoct* 

In  Group  II,   114  or  47.o;2  (of  the  total  238}  took  nuaic  or  «  i  credit 
subject  as  their  fifth  subject. 

hundred  and  forty  six  or  48,7iyi  of  the  total  505  student o  corryinc  5  or 
or  Liore  cubjects  to^  lausic  or  a  i  ersdit   subject  us  their  fifth  subject. 


\ 

I 


t 

i 


T 
'  82, 

,7.  Scliolaritiiip  of  Oroup  X  (for  first  period  of  T  vreeka),   separated  into 

tve  exoxxpm  mt  th»  tasis  of  i^wIImbp  stakUmte  oairried  5  or  bi»t«  "solids" 
(a  ^  orwUt   sttl>Jeet),   sr  4  "solitis*  and  a  i  unit  sul>Jeot  or  lattsie. 


ior  130  iJtuaentB         U'or  132  titudents 
Carrying  0  or  riore     ICarryinn  ^'  or  nore 
•Solids".                '♦aolido"  plus  i  unit 

Sublect  av  mtelA. 

1 

[Percent ago  of  Total  Grades  I'b 

27.33 

24.11 

^rcentage  of  Total  Grades  II  •» 

58.27 

M.es 

Hrcentoce  of  Total  C-radeo  III*s 

13.09 

1C.80 

Broentr^re  of  Total  Grades  XV*s 

00.00 

00.00 

Krcj         J  of  Tstal  Qwmtm  T«8 

00,00 

00,00 

l^rc entice  of  Totil  Grades  Ino'o, 

1,29 

1.99 

Htcentace  of  Total  Qfadss  1*8  &;II*t:     S5,60 

ao.td 

^tal  nunber  of  crrAeez                     \                680  •                                         6TO.                    J 

|jiiete:  The  cignifioaat  fact  rsrmiled  Igr  tlie  alx>vo  table  is  that  the  otudents 
carryine  five  •sslids"  aads  a  larger  pcrcoitfiee  of  "I'e"  and  "II 's" 
than  thosQ  coriyinc  only  4  "Solids"  and  nusic  or  a  -^  credit   subject. 

••  ocholarahip  of  Croup  XI  (for  first  period  of  7  weeks )»   ssparated  into 

two  grsiSMi     on  the  liasis  of  whetlier  studttats  sarried  5  or  nore  "solids" 
or  4  "Solids"  and  iJuoic  or  a  i  credit  subject. 


Bel  lolcjj*  ship 


X 


for  124  Students 
Carxyinp  5  or  nore 
"Solids". 


Ferccntac©  of  Total  Grades  I»s. 
HmoitAes  of  Total  Grades  II *• 
Percentage  ef  Total  BWi—s  IXI*s 
Perceafta@e  of  Total  Grades  IV •• 
Peroeata,-;*  of  Total  Grades  V«s 
PercenlaiTS  of  Total  Grades  Inc's^ 
Psroentags  of  Total  Gradss  I*s  It 
fetal  ifuaber  of  Grades: 


II*s 


5.6 

40.4 

10.4 

1.7 

6.4 

40.8 
«25.0 


Vor  114  Students 
Carnring  I  or  jiorc 
"Solids*  plus  iausie 

mat  BttMtfili 


flg  i  ft 


C.4 
37.4 
41.2 
7.3 
1.02 
C.3 

43«8 

578.0 


leto:     Xhe  significant  fact  rcTeoled  bEv  thtj  abOTO  table  is  titixt  the  students 
in  Group     II  oariyin{;  a  li^^ter  prograa  aads  •aSy  sli^tly  better 
trades  in  scJiol  Jshlp  tlian  thoee  canyiag  a  prsgrai  sf  £>  "aolids," 


9.  iiiaibsr  of  periods  spent  at  the  Hi^  School  each  d^  and  the  msabflr  st 
atudy  Periods  which  "fiTe-subJect"  students  had« 


83. 


Table  Showing  Ho.  of  Students  in  Group  I  and  in  Group  XI  Arrcoiead 
According  to  th«  Lencth  of  Tint  Spent  at  School  and  Ho.  of  Ctudy 

Periods. 


jjIiMiLth  of  Tine  3pent  at  Gcliool  and  Ho» 
of  Study  Periods 


f^roup  I 
(2C7  pupils) 


,   Hroup  II   . 
('538  pupils). 


9  Periods  with  no  3tu(^  Period 
10  Periods  with  ao  Studgr  Period 

9  Periods  with  One  Study  Porlod 

!•  Periods  with     One  Stuc^  Period 

\M  Periods  with  Two  Stu^y  Periods 


95 


It 


117 


littc:  49.1>.'  of  the  students  in  Group  I  (267  students),  carryinf^  xive  or  nore 
subjects  and  doing  thorouc^Uy  satisfactory  work,  spent  9  or  10  periods 
daily  at  the  lli&i  School  and  had  no  study  periods* 

50*43/'  of  the  otudcnts  in  Group  II   (f?38  students),    carrying  five  or 
nore  subjects  and  doinc  unsatisfuctozy  work,   wpmtX  9  or  10  i>eried8 
daily  at  the  Ilioh  Scliool  and  had  no   study  periods. 

Since  the  pertentage  ef  each  croup  hayinc  no  study  periods  was  praotieal3y 
the  sane,    t^iis  cannot  be  ascribed  as  an  inportant  cause  for  the  great 
difference  in  scholarship  of  tlic  two  ^rroups* 


1* 

i 


10,  Difference  in  the  reasons  offered  by  the  students  in  the  two  groups  for 
wanting  to  take  five  or  more  subjects* 

The  chief  reasons  offered  Igr  Group  I  were: 

(l).  "To  get  throufi?i  in  a  shorter  tine.* 

(2).  '*To  c'et  in  nore  subjects  than  are  required,  and  to  get  all  X 

can  out  of  r^r  1U.{^  School  course*** 
(3).   "I  thoroue^ily  enjoy  the  rrork.* 

The  chief  reasons  offered  by  Group  II  were: 

(l)«   "Beed  credits  for  gradttation." 

f  Hote:     In  ansgr  eaiMs  this  aiMnt  tliat  the  student  h^^d  failed  in 

f  one  or  nore  subjects  previously  and  was  talring  extra  work  to 

auike  up  for  the  failure. 
(2)*   "Heed  roc's." 
Bote:     Tliis  neont  that  the  student  loclsed  credits  of  a  quality 
.  that  would  penoit  hin  to  be  rccoBweniied  to  the  Unilrersity. 

(3).  "To  get  throuc^  in  a  shorter  tinte.* 
(4).  "I  enjoy  the  work."     (In  case  of  cmsic). 


i 


n5. 
11,  The  followinc  slf^iificcint  faets  are  to  be  noted  in  the  table 
shoving;  the  subdlvlBione  of  Group  II:     See  page   84 
!•  Students  iriw  dropped  subjects  during  ttie  Moeeter,   or  failed  in  one  or 

uore,   rated  lower  in  {^enertil  intelligence  than  tliose  1*10  did  not* 
2,  A'iie  fact  that  the  CO  students,  who  dropped  subjects  during  the  sflCMster 
couplet cd  on  the  averace  3.9  subJiKsts  instead  of  5,  nay  explain  their 
reliitively  hifjher  grades  in  scholar oliip, 
Scventy-t«B  «tiad«Bt«»  or  97.3;^  of  the  74  students  tested,  lAiese  preriotis 
iwrttelftrehip  was  thorouc;liJy  8.'itisfactoiy   (all  1*8  and  II *s  and  at  least 
4  subjects  carried  each  seeMstcr)  tested  aiwwTtn;e  or  abeve  aTerage  ia 
enteral  intelUgene** 
Xlc^ty-live  students,   or  69 •G;^  of  the  122  students  tested,  lAieee  xnrevious 
seholaroliip  was  not  thorouc^hly  satisfactoxy,  tested  awera^  or  abeve 
overaee  in  general  intellir^ence* 
These  facts  indicate  that  a  student  who  exeells  in  school  work  will  rate 
hi{^  in  the  prooent  rwjntal  tests;   but  that  the  converse  tgr  no  necins 
follo'c^B  autonatlc^^lly• 
Of  the  40  students  (out  of  this  230}  w3ie  carried  fire  subjects  for  the 
te33i  and  did  not  receive  more  than  one  rrade  of  III,   the  preylowi 
•ehelarship  of  31  cases   (or  77 .5^)  was  alee  thoroxK^ily  satiofactozy* 
The  r '.tine  in  mental  test  was  arerac©  or  superior  in  06*1;^  of  these 
eases* 

12*  The  following  sicnificant  facts  htq  to  be  noted  in  the  table 
shewing  the  subdivisions  of  Group  I*      Sisevjtoge  eeo^j 
li  Xn  evexy  ease  the  hi^er  the  rating  of  a  group  in  ewttaeol  intelligenee^ 

as  sl»3wn  ijgr  a  svev^  t«8t,   the  hi(^er  the  scholarship  is  for  that  fproup* 
Zl  Orxly  7  students,   out  of  the  total  260  tribe  carried  5  or  6  subject s  for 

the  term,    otood  low  in  both  uental  test  and  previous  scdtielaridti]^*  XIts 

iliould  undoubtedly  not  have  atteErpted  so  heavy  a  pupsgw.  Judging  fnM 

the  results  of  their  tern's  vrorlc. 


86. 


o 


n 


e7. 

;\  i^i{j^ity-nine  per  cent   (or  191  out  of  215),   of  tho  studmita  vAm  earried  G 
I  or  6  Quli^eota  veiy  cxxccossfulijr  for  the  ^all  T«ia  1921-1022,  had 

tliorouLlily  3atlaXi:!x:tory  scliolansiilp  records  in  the  past*       81*3/^  of 
lift      these  students  also  testod  cither  average  or  superior  in  f^eneral  in* 
IB      tclllcence* 


13.  Study  of  iitudents  Viho  Carried  Six  3ul)Jccts: 

?abl«  Sboviitg  Itoiian  and  Xnterqaartile  Baa£«  of  Q«M>«a  Int«lli|l«n*#» 
3eholaraIxip,   and  Utmimx  9t  Students  Carxyioe  Six  dutsjeots* 


■Oix-oiroject" 
Students 


!«0. 


^ 


SXA 


L 


Total 

Jfrori  Croup  1 
fro©  Ciroup  IX 


4« 
24 
2S 


12d 

107 


Ill 

119 

10? 


TotnJL 
Urades 


^-<tf,wlPty^],Uu  ,Xyi  ^^  ?ft»;;^,  I??. 

1       Per     PerTPer     IPer  !  Per 


96 

111 

92 


265 

142 
123 


Per 

Cent 

•t 


S3.t 
SS.8 
12.2 


CentjCtioit 
of     I  of 


Per  !  Per 
Cent  I  Cent 
of     !of 


^As22jk 


i;i's  lil*gjIV«aiv»g 


5?»» 


14.7 


61.2     4.2       .7  I     .0 
62««26.7     3.2     4.0 

I    II    II    I   III I  4  ■  111  ■   III  4im   ■  ■!  i« 


1.9  {  X.9 


Per 

Cent 

of 


.3 

.0 
.8 


8J. 
1^     Simber  of  stttdAots  carrying:  five  or  uore  aubJiootB  who  part  id- 

yated  In  student  actlyitics* 

Durlnc  th«  JTaXl  Texm  of  1021*^^2,   o>it  of  a  student  bo<%r  of  appr«x» 

iziUitely  1420,    317  stttAtBts  parlioipatod  in  student  aotivitlea;     150  of  these 

our  >.  led  iTiYe  saUJoets* 


Ifll     Coi^aarison  of  ocholanmp,   for  first  period  of  mvrmk  ve«ks  and 

for  the  texm,   of  the  505  students  carxyinc  f^vo  mlO(|«et8»  with  the  iKsholor* 

sAiip  of  505  "four-su'ojGct*  students* 

Hetet  These  609  "f our-subj  ect "  8tud«tits  were  an  unsolocted  crevg^, 
as  a  "control*'  r:roup« 


Table  ^Slowing  Scholarship  of  505  Five»2ubJoct  Students  Contrp.nted 
rith  t3ohoXar£diip  of  505  Four*3ubJect  students  for  the  I'irot  Period 
of  Sersn  Weeks  and  for  the  Terc^  arranged  iUscordinc;  to  the  Per- 
c«itage  of  Total  Grades  That  V/ere  X*8,   11*8,   1X1*8  etc* 


Scholuroliip 


]?or  505  "D-^ubjGct" 


»er  Pirst 
Period  oi"  7 


iiUldlBfcJL 


Por  Teua 


j^'or  i-'irnt 
Period  of  7 


"or  505  ••4-Subijoct 


For  Tex& 


vcontaijO  of  Totiil 

Grades  1*8  15.86 

rcontace  of  Total 

Grades  II 's    46*92 

Percentage  of  Total  i 

Grades  III*8  I     27.38 

jj.>-rcentaee  ef  Total  I 

Grades  IV "s  4*42 

lercentore  of  Total 

Grades  V*s  •6S 

Percentage  of  Total 

'  rades  Inc*s         3*99 

PercoBtage  of  Total 

Grades  I*s  &  II*tB  t2.78 

Porcentaee  of  Total 

Grades  failures         5.10 

Tot; a  Ho,    of  Grados  5554.00 


2SLSL 


AmI 


*I& 


2384.00 


12.47 

43*66 
33.61 

6,39 

.94 

2*92 

56.13 

7*33 
2020.00 


51.3 
53.9 


XJiSL 


6.68 
1841.00 


Bote: 


Ik 


rho  significant  foots  in  the  ;\boTe  table  ore  (l)  that  the  scholar- 
ship of  both  (groups  is  considerably  higher  for  the  tezei  than  it  Tras 
for  the  first  period  of  seyen  veeks;   (2)  trUt  ■flftftllTlh^n  tr]ir9lrtW«1i 


A  clooer  sti^uly  oX  tba  entire  "four-subject"  i^eoxx^fm 


SaJale  ^aoving  Boaber  of  3tud«xt0,  a»A  Sc^iolaxahip  for  506  '*S'our*SubJeet'* 
Stirtenfts  for  ).>all  T«m  xg;>l«192S,   Gxx»u9«d  i^eording  to  a  S«v«» 
Point  Soiae  of  G^iora  Intelligew* 


IB  v'.  oeven 


IfoTojT 

donto. 


jjeholaraailp 


''ot.'\l 
Grades 
for  the 
'■  roup* 


Cofit 

of 


Cent 
of 
II  •» 


of 
Ill's 


«p> 


of 
IV»o 


Per 

Cent 

of 

7»» 


r 


no*** 


A,  i;50  or  bettor 
Ye  .V   superior 


22 


83 


33.T 


50.6 


10.8 


1,2    I     3.6 


.0 


3.  1^9  -  115 


105 


390        i    24.1    ,03.8  '17.2 


•H^W 


.V     a^s 


i»s 


C     314   -  lOD 
iSii^ntly  above  Av. 


loS.   !    :;-?3 


10.2    152.2    '  23.5 


Uf 


3.4 


*0 


C.  104  •     99 


108 


8.7     55.2     25.6 


1«2       7.2   i    1.8 


C-     04  -     85 
Slif^itly   bslow  J^ 


• 


72 


249 


14.8 


D.      04  -     70 
Inferior. 


80 


45.8  I  s^.a 


67 


t.4  143.3  ?  38.8 


3.2 


8.4   l.S 


4.4 


4.4  I  1.5 


K.  G9  •  below 
Vei^'  inferior 


-i- 


Bot  tested 
■■.■^■i 


40    i     142 


1 '■ r~ 

13.5    i45.0  j  30.0  ;       4.3  |     7.1  , 

il   ■ I  »iii.iiii   ■i.iMi.iii 11,4   nil    iiKiMili 


•0 


Kote:     l^m  elgHtlficrust  facts  in  the    ::ove  table  are: 

(l).  There  is  a  eensocutiye  drop  in  the  qaslity  of  irozSk  done  l^^  studwats 
according:  to  their  levels  of  {^scwmsa  JKttlllnWi  wnwMfd  «n  a 
seim  point  seale  isgr  «  gftmp  tm^» 

(2^  Children  teotinc  "rery  inferior"  do  not  reach  the  senior  hi^^ 


%te:  Tlie  sicnif leant   facts  In  tlie  alWTO  talil*  ar«t 

j]^.  There  is  a  coioecutive  Orop,    ijoth  in  quality  and  qunntity  of  troiflc 
done    y  the  otudenta,   accordinc  to  tlielr  lerels  of  ceneral  intelli- 
£ettc«»  on  a  oeren  point  »culc  \^  a  group  test 
(2),  Childnm  testing  very  inferior  in  general  intelllccne«  do  not  rttsudi 

tlie  Senior  hi^h  scliool 
Isi  Of  tho8«  testing  l>8lo«r  arerag^^  the  percentage  IcaTine  school  or  car* 
rying  less  than  the  noroal  caaount  of  tjork  is  vciy  nuch  hlf^or  than  for 
those  tcutine  otrorage  or  above.     In  Groups  "C-*  and  "D",   the  author 
hu8  also  found  the  largest  nisftter  of  *repoatora*«     This  latter  fact 
uB^  be  one  of  the  reasons  for  apparezitiately  51  perowit  of  the  etsulea 
of  the  •2>*  group  bcinc  "I's"  and  "II 's"*     A  second  reason  is  un» 
doulJtodly     the  fact  timt  25^  of  these  students  eavried  only  three  oub- 
jocts  for  the  tcm» 
(4|.  Since  the  Berkel^  Hi  h  School  requires  that  T5f}  ef  a  student's  ^rortc 
be  First  er  Second  Section  to  be  reoonnendod  to  college^  Judging  froB 
the  terra's  "votk  censldered,   stvdents  testing  •aTeftige*,  "ell^t3gr 
l>Glo(W  aTerage"  aid  •inferior"  will  not   receive  college  recocnendations 
unless  their  vork  inprercs.     Judging  froia  the  large  mmtmr  carrying 
less  than  the  aei&al  «seunt  of  vozic,  and  the  per  cent  of  failures^  it 
is  doubtful  if  tliose  vesy  xauth  belenr  ovcara^  een  finidi  }ii(^  school. 
II'^.  A  closer  study  of  the  entire  "five  mibject*  group,   rated  on  a  seven  point 
e  of  general  intellitiCiico.  See  page  91, 

This  otu^  mui  oade  in  order  to  see  hov  elesely  two  groups  of 
ts  of  the  9aam  aentol  levels  (as  tawmn  ^  group  test)  trould  rank  in 
lurship* 

Ztvill  be  rencDbered  tJiat  of  the  505  "five-aubjcot**  student 8»  mam 
of  367  etudents  (Group  I)    did  "tliorou^^Hy  satisfactory"  work  for  the 
period  of  sevoi  weeks,  while  a  —oosoA  group  of  ?Z0  otudents  (Croup  II) 
not   do  n.n  trell*     Tliesc  two  groups  are  rated  on  a  seven  r^oint   -^rale  of 
cal  iziteiliccnce,  and  their  scholarship  gsades  lifted  in  the  following 

0- 


tl« 


H 
H 


O 
O 


5* 


© 


«*   H 


w 


I 


Hi 


^2, 

7!h«  preceding  taiblc  tdiovs  ▼•zy  ffOK^biMwHj  the  wide  Tariation  in 

Ibholamixip  saaonB  otwAmAB  ot  the  mmM  mental  lenrol  as  neamire^  tgr  fStma^ 
tests* 

Thm  9ai}^  a^yMPeirti  eag^aaatlon  for  tlia  great  aiff«r«iee  in  ecdiolaxw 
ahip  for  tlM  JTall  Tern  af  1921-1922  of  croups  X  and  IZ,   Tor  ereiy  Imrmk  «i 
t:  en  point  Bcsil9  of  cttnexrCL  intcllicence  is  that  Vw  sMobera  ef  <rroup  1 

applied  thmnetnlYnff  to  their  sohool  \rozk  xiueh  ciore  than  did  tlio^  of  Group 
II,     Tliio  is  also  bunie  out  Tcy  tJioir  prcviouo  acliolarahip  record.       The 

ttter  aagr  also  be  an  indlej^lon  of  a  poorer  ioun(kition  for  the  present 
rk.       '  oto  that  at  oveigr  Icvol,  the  pere«iti3fcge  of  siiulonts  vdioso  prvrlotui 
cholrArslUp  record  is  *thorou^(il7  satisfaotozy'*  is  iraiQr  smch  Iii c^r  (in 
c-oLie  instasioeft  several  tiaos  as  2ii^)  for  nroup  I  as  for  GTo\xp  IX* 

Hm  tablo  also  iftUMMi  Ukttt  for  both  i^roups*   (as  w^Ll  as  for  the 
tiBO  combined)  there  is  a  very  consist  ant  drop  in  the  rpslity  of  the  8<^iol<» 
rship  (oa  a.o  ii   jy  tlie  peresBtafiS  of  'Is  mid  II's)  for  each  lerel  on  the 
o'tile  of  nental  rating. 


E  9a» 


UTho  Xior  of  the  3tat«  brinca  praetiealSJ^  orvry  child  UBdur  the  ausr- 
•  of  tlio  public  school*     It  is  only  xec&atlj  that  tho  «ehool  hma 
Qcnocd  tha  csif^itttdft  of  this  rosponsiVilli^*     7ov  «Eac^««  yn  nam  reali£0 
Uu^  Vhe  ole.iOUv^^xy  scliool  la  tlie  place  c;]i<  ro  uciital  defeota  i^o^O^  iM  dia» 
covered,     ilcretoi'ore^  sustataXly  defective  pupil s»  t?Iio  oouX4  not  oonfona  to 
the  estoiaiahod  aohool  rttcixM  wore  oithojr  «3cludo4  or  curexq^  ou^  of  thoir 
volition.    Sow  iho  odiutol  either  uammmm  tlio  responsibility  of  eoriiM;  fmv 
t:  •  or  Ddmsn  the  itfMt  is  too  s^Mt*  9i  oMias  to  it  tiiat  the 

pr  ro  tokoa  to  ^^to  theei  ceouittftd  to  the  proper  institutions 

lK>iora  tii  /o  Im&gm  i  nouto*  g^ji>^ 

.       follcnrine  lo  an  ootnal  case  tnSton  fmm  tho  mOiooI  reQ«rd«« 

...«.  liJ-ii  t.  ■^.   7-1;   I.Ct:<51;  DoSto  of  T«Bt  •  ^aB  18,   1020, 
C^A*  13-0;  i:»JU  8»&s   I»a;Cl;  Prccc'nt  »ate  -  .iaroh  1<?  ;5* 

flfflMMJli  "litiBlTI 

3^,, ,  „ .,,  „  lo  ucrvouc*  orratic  iinc.  ix  .fiwyuuuxuxu.     la  a  discipline 

eaoo  aA  ecliooX  and  at  :   ic  an  liabitual  truant;  and  ooiaotittos  otoe^a* 

Hio  ;|^is^»i04Sil  condition  ia  fair* 

HoocUod  tUo  }ii£h  ^rd  ^adOw     ]%itored  tho  Aly|»ical  Claoo  Ao^ot  23» 
1920.  Pru4^  :?<-nputiMi  woro  poor;  vae  a  "roipoaior*;  aad  wam  rexy 

tro;*Iilettono« 

jftWi'VilT  ^fiotftry; 

2)oth  parent  8  axo  i^ortucuoo**    JTathcv  is  aiapli^oA  Iq^  tlto  3outlifl»n 
i-fia  '^TTnyongr  ■     ttotner  is  oplley^ic:  has  fits  ond  camtot  bo  left  oXono 
thmm  Afo  oloT<aa  idilldrea  in  the  faciily*    Sons  trairanc  is  cmodt  «oid'  laac 


t;  J  cc:oi  i  1 .     ort  »«1>«  S0,   1921  froa  tho  At3rpical  Class  and 


^oyjitix, 


94. 
£ron  Mih!M»l  bseauso  oX  his  pcrpotuoX  tru»iM|pr  aad  \airu3:y  coiKKict. 

Vtui  or^ordd  i9  stay  at  hem%^    J^lie:^tion  im  SLdridg*  9ttmtB  Ik»ie 

V14S  liled,     7li®  cliild  was  lat«]r  eoerdttad  to  that  in  at  it  tit  ion* 

'^*  yiie.  ««•  M  ,li^  9,^^^  ^^.^^ay  jln  i^flMBrtnliir  flUrlnliiirfMliVTi  Mlitliffitfc 

of  student  e  la  of  vexy  reaJL  imlue  to  sohool  iiHitnlgtratora  in  s^otxrinn  a 
clear-cut  pl0t«pe  of  the  noodo  to  'im  ad*  In  aMMVlnr  t)ia  cf  f  ioienegr  of 
prooent  poUciee,   in  tlio  foXEaulatiou  of  ■MlMmniiinl  yolici.  u,   i^i  d  -  ^  e  •.■;  dning 
tho  couroQ  oi   8tu4r  ^^  apoeiia  g»iQ^»  in  the  fiUlMQiiitliii  of  »«r  VRlto  o^ 


Inst  ruction^  and  in  the  eeleetion  of  special  toatthars  to  zoaat  optoial  needs. 
Che  OalOsiid  U^ieol  i>apastiMnt  is  ono  of  the  tev  ]p3.ac«s  in  tlie  Tftsitad 
cat  OS  viMStt  sucli       _  is  anmiln¥lirt  toad  thate  on^y  for  atyple<«ae*     I%»ler 
tho  ulrcotiou  of  tiie  Ookl  uro£.u  of  Rsa—awh  oatd  Oaldaace,   t}irou(^  the 

rcBiatn  of  teeto  of  eftii«^ral  iiiteIll(!tiru3o«  taken  t«eittNar    «tt]l  tlia  t«aiAMir*s 
ostiraate  of  tlio  pupll*u  — ii.a  ^j^  ilqrBiMft  Aility^  pupils  in  «aA  gl«d* 
are  g^ovg^d  into  Tcycious  seetions:  aocely,  t]»  aa<sl>3ftxted»  the  vegMXaVt 
the  lialtod^  (fliA  tha  algqKl«^a3>*       itooa  the  atjrpleal  dhild  is  the  ereatesi 
nisfit  in  tlto  xfffOmx  |flMiH«>  •f  thm  piibxio  «aiioal»  he  ie  not  eaSgr  yitt  in 
a  epeeiaX  elao8»   \Kit  is  AlMlitd  laoT  •pacially  trained  teacher  a »  yAvo  ttsks  a 

Cf ul  oMHiOativa  camm  sttic^  of  mmA  fnqpH* 
i'ha  *^11l"-^  points  ^'trmnfin  ia  t«a  hwitTirt>  and  ninoty-cix  of  those 
histories  of  cJiildreii  itm  had  at  mte  tins  Men  in  atypical  claoaes 
'    (but  viM  aow  are  either  in  regular  elitsaes,  or  iusvm  dropped  out  of  8ch»»l), 
vrcr  ;  listed  'ijf  vwjtkMTu  of  the  Oakland  Buoreau  of  Hciiaareii  sad  Guidance  under 
I    the  direction  of  I>r*  Virgil  3*  7>Ufkm»  aSB&  Hiss  Ileaxriotta  A, 
foUovin;;  points  )sore  considered: 

!•  nm—KtiiOihl   /^e  on  June  1»  10  ri, 

2*  ttioital  Ae«« 

3*  Intelligence. 

4*  Hationality  of  Parents* 

6.  Occupation  of  Father, 


99. 

#•  MttMt  Ikivironnent  • 

?•  IJiialrar  of  Children  in  ^kxeds,  R(HM»» 

••  apical  Condition* 

t*  Avifcer  of  Bit>lc«ci  Boiftes* 
10*  Uereditazy  'J^«ft4«neie«* 
11.  GhajetvotoT  Ti'oits* 

IS*  IKMlher  of  I'oms  Spent  in  Atypical  Cla»a« 

14 »  ABAttequont  lUotoxy  in  Hoi^xlor  or  Xd&iited  Claa«« 

i5«  .idiool  Progress* 

IG*   ^>c}iool  C«iittct* 

!?•     fxort  in  ^y>hool» 

10*   c;>u'onoXo^;inal  A(St  «i  Xtosrviug  School* 

19*  Later  lUotoJcy: 


d*   A«  BoiM, 

!>•  Unloioim* 

e*  l»Mffmv 

0*  ila-rriod* 

X,  i;oe«s««d. 

20.      ..  i 

21*   v<'orlcin£;  Iliotoiy* 

22*  £t«ittution  li«BUi  «»&  Xnetitutionra  Uocox-d* 
The  followiae  is  a  iwiinyy  •f  the  %!«»  Iiundrod  and  fiin«ty*«iz 
Ksliicli  tJam  autJbiov  2mui  otng^ilod  tmlar  t)Mi  hIwvq  ti^enty  heodin^B* 

9t  g^^  C>o»  HiatorioB  of 


At  Qa»  Tina  B>ia  ia  JJaraital  Claasog  in  the  QaiaaiTa  City  Scliooiafc 
i:^:     laS  «l3Rt»;     l*m  boye. 

1  •  S*  Out  of  these  296  eaMm  iAi»  kanre  at  one  time  been  in  the 
atypical  elaases  of  the  Oaklwul  City  Schools,    77  cases  of  scliool  ae«  (ko* 
eluding  inctltutiOtiaX  eaiMs)  have  dropped  out  of  dchool  and  are  still 
living;  in  Ociiaand*     Pifty-four  eases  (out  of  the  29€)  itfi*  were  foiticrly  in 
the  atypieal  olasoes  are  now  in  Hegtilnr  or  Idmited  Classes* 

Tlui  follo\7i»e  taltae  shows  tlM  iraxir.tion  in  clironoli^i^ltfaX  a0**sMRt4l 


>      lli« 


.ssmmmmmmmis^ 


t  ■  w 


96. 


To%l«  Stidwiiie  Medioft  and  Xtii4»iQ|ttMPti3Le  DaaGe  •f  C»A.,  H«A,,   mid 

Z«q.  for  tlia  Total  296  Qmmm,   Tt  "D^rap-outsj."  a»d  34  Cases  Il«tuz»«4 
to  B«s^ar  o« 


«■■• 


T7  "Xirop^^Cftrts"  • 


IP  '?  K«i»  In 

■fcuu 


o^  5.oal    'Ujd 

(GiTQn  ill  2C7  e68«s) 


1?  yra, 

8  aat 


12  yre. 

0   CK). 


Ii6  yra. 


13  yr». 

7  !M^* 


JSiftibM  >w*^*4ifeSSklW>« 


1&  y:r£i« 
0  ISO. 


4. 


^•utal  Ago 

(GiTen  in  262 


10  yro. 


11  yra.  10  yr*.  I    9  yrc. 

■  ,. i  ^  i^ft,  ,.|.  ABS^t. 

,. .....    ' 


xt: 


Given  ill  « 


01    «7     7? 


3  yro,  j  9  yrs.  ilO  yra, 
5  lao*       4  dO.    i   5  no. 


CO   09  n 


65     72     7ft 


Qoo  of  tJte  ^c*^*^*-*^  polflte  to  IM  iiOt«d  in  tho  olbBVO  WHi»  is  thivt 
uac  aedl  :2  1*  %*  ot  tjaooe  otill  in  oohool  is  72;  \a3Ule  tte  wpi^ian  X*   ^  of 
tbooo  «!io  a3P«  M  2«aiov  la  ochool  is  05.     Also  %^  aodian  ciironoj.  1  cvge 

•f  th«  ^MOMor  group  is  16  yro»  6  sioi  uliilo  that  of  tho  lixtttor  gxvup  Is  X3 
yrs.  7  £io«    Z^oso  tvo  faots  in<lt<ot>  that  the  otyjtioal  ehild  drojm  out  of 
Mi»»ol  i>«itrily  booaai»e  of  clironole^iioril  a^o  anA  ibanikility  to  stsocmmMU 

'     '  -  ?-*  -out  fia&ine  in  relation  to  tho  Vttzt«!PlH»  S^ool  lo  that 
MTOnty  per  oont  of  tho  •asoo  of  77  **dro»  #«t«*  earn  %»tiiouu  tJie  (dironulQ{;ienl 
•000  of  15  yri3«  4  no*  an&  17  yru*  7  £u>.;     and  st^etvon  ootiMioait  are  hoftvoaR 
the  10  yro»  aai&  15  yrs*  3  £io» 

Of  the  52  eaiMa  itis  are  nov  in  Hoiniliur  or  l4»itod»  forty-ols  pKt  emik 
are  betTrocm  tho  ohronologioal  ai^m  of  13  yrs*  8  no*  sioA  16  yrs*  3  ao* 
In  cuuiy  ««aos  ths  y  undou'utodiy  foxci  an  *trtmt*me!i^  wmm  la  those  olaMWO* 
«•     %^ttf^^a^tY  tf  gftftt^i*     (<^ivoa  %A  886  oftoo«)« 

(l)*  Uoth  parents  taretm  in  17^  oaott»«  OJT  in  §3£ja^  ell  parent o 

•f  «lfidj«a  oiaidren* 
(2)*  Mother  fo««i0ft»  foA&ogp  jhoeriean  in  j|  mums* 
(3)*  JTMhocr  foreigB,  aothoy  MMXiMsm  in  XC  cases* 


I 


97, 


(4)*  One  of  thm  p«f«nt8  forftlgn  in  j^  of  the  total 

(5),  One  or  l>oth  poreattf  £»v«X&a  la  j|B|^jif  the  total  <mo«0* 

(6}«  lioth  parents  Bortucoese  In  21^  of  the  total  ^UB«9* 

CT)*  Bttli  parents  Zti&lian  in  14^^  of  the  total  ommhi* 

(6)*  Both  paxonts  South«m  Smamj^^oA  in  S8*9$$  «f  th«  total 


TiO^  "hnianir  2i«.  of  Si^Ukeni  a^  iSo.  of  ^th«r8  im  «mAi  •£  th*  2S 

)i^  fiiiir«M(ta  af  Algrptlaal  Children. 


vtioncaitiea 
^lerloau. 

*"X\oX 

ilo.  of 

natiU«aiitt4< 

T^o.cf 

1  ''rjihwn 

No.   Oli 

94. 

105. 

MMicaii. 

4. 

s* 

gww 

3i6. 

lo. 

uSOtwl. 

» 

t* 

ortl|0iHM 

GO. 

«1* 

Htfi-liw 

3, 

a* 

Itlian 

ae. 

30. 

ltowia»> 

3. 

i» 

-  • 

IS. 

IG. 

^iss* 

S* 

&• 

Iri3h 

14^ 

•• 

ilWqWfillBii. 

2. 

2. 

^^ieli«h 

1 

14. 

^» 

Saxwag!lflti'» 

X» 

■ 

1 

poniflSt 

£. 

7. 

Hn—Kim 

«♦ 

3* 

]>aiilflh 

ft* 

»♦ 

auiippinoos 

1. 

0. 

Austrian 

4* 

8* 

Piji  lalandar 

1. 

•• 

ffreiich 

4, 

3. 

South  JtmitiGim 

1. 

u 

Swedish 

4. 

3. 

Vttioh. 

U 

•* 

ite:     It  is  s^KaifSftfait  that*  aren  tbo«^  OeXLsnd  is  a  Snalflc  Coast  eify» 
not  a  aittgle  OrJUntal  is  enrollod 

OcCl^pfiAl^iM  of 


GvattpaA  iaescdiae 


la 


of  Oiildran  la  /t^ypicol 
Vff«a«flia42     74, 
tl»s  Ooanpattana  af  9a*Iism  af  iiyp**«3-  Ghll^^res 
ta  'SammU^H  Yiva  Ittist  asala^  tha  Wiwitig 
and  tlfts  List  af  Ocut^utiaaa  In  Sash  Grmiy* 


.V 


Jteelneor 


1* 


ptote:     TiUs  le  tha  lHtfi»t  group  naa  twi3»d«»mi»  yfgfi— tm,  «iftBi««A 

cl.  idols,   po3)lic  ?!nd  prlvntd,   in  p«Bltiuu9  «f  XMpmoiliility  and 
po-w^r,  and  ■wmictwn  in  indu«Mgr»* 


U'/-^ 


Corix;r.  .._  . 


"i 


1* 


J;\^.,j1  JteBM^lflML 


£^»Riit«ir«  JD«aX«r 


ye  t9r  tho 
Cctar 


Tctal  in  Vtov^  II  «     SO* 


iMi^^iitioimt 


% 


^-.-.i^sK^aat- 


,M 


if9X^      ,         ■r-'-v?^^ 


9©, 


jt  of  Occupation* t 


r 


store-       .,    rj 
d-xaapectora 
.ur:ince  A^ent 

''^-  ".tractor 


MM 


ft 

• 


Mat  of  Oeou^tiwns 


•:i 


O 


S«a  Haptain 

I'umituro  Dealer 

I  .^  for  tko 

Cj.„^.    ^^w-»rd  of  HoiiltlJ 

Car  (^iductor 

Uadertiiker 

Total  in  Group  II,    dO, 


to  IflBH     ,. 


1 

X 

1 


Koto:  Group  XX  includes  "tbm  clerical  or  a«ai-intelle«%««l  occupations 
ol  "-:  3»  boo^oepors^  0aleeBa«n*  Biaall  tradiri— «b,  rallvraQr  oenda*tora»  fo 
...perintofi dents,   etc*. 


<mouP  HI 


to-    c\;cupatio    1  sJ 


iO.   enp-.  ed 


12 
8 
3 

2 
2 
2 

1 

1 


List   of  OccuTMitions 


Potter 

Flunber 

J^roLum 

QmamA  VorlMrs 

Stviag  SaoMns 

Oporatoto 

Baparer  of  Water* 

iiaters  i 
8i^  Pialntors 

TotrJL  in  Grou-n  IIlJ   44 


Ho  en, 

in 


1 
1 
1 
« 


1 
2 


)lDte:     In  Group  III  belong  the  alcllled  vmftoiM«     ''It  inclttdea  tlks  iiliole 
fance  of  occup3,tion*  tsftiere  there  is  need  for  a  sure  egra,  a  faaill.ority  with 
lioois,  and  «  daft  and  trainad  2»and** 


Idut   of  Occujpations 


era 


3i)j.o  t;n- keepers 
Pedctlere 

tliihaiicis 
leXt  era 

Daiiyiien 

BoJcers 


lc€uaa 


naltcr 


k^A         WUbWJLA 


0 

5 
3 
2 
2 

a 
s 

9 

1 

1 


IT* 


Liot  Oj.   OccuT>ntion» 


100. 


Siitd^er 
C4»al««3aii 
liuek-driver 
Carpet  oeleaiMfr 
Bottler 

Janitor 


Total  in  Grotip  IV,    56 


2 

2 

1 
1 
3 

1 
1 

1 

1 
1 

S 


Bote;  Gro  p  IV  incXude8*'tliose  tlxat  d*  not  aeod  apeciallsad  aldllt  T^  'bwof 
•one  roapouaiuillty,   and  ouot  IiaT*  WHsa  olextnewi  af  rdnd***    Tausoie; 
£;iv  o  L^s  @xaxapleo:  siotoaMm  on  sitroo<»railvaQr8»  aAMaatm,  and  faetoty  trotk* 
ers.  ITor  tlilo  group,  waB^w  are  paid  ^  the  weele  taihor  than  lay  tiM  day* 


Lict   of  vccup.it  ions 


Ikijf  Lalx>rers 
Boot-block 


SoaTengers 

3teT«der« 

Driver  of  Junk-wafison 

Porter 

Pact  o  xy*irorker 
Hailroad  Construction 
Iron  voxkem 


i^ot  @ :     In  Craiiqp'  V  are 
factory  voikers  t^iooe 


Ho. 


.  ir,.! .  ■ 


^^  ,^-iffiti 


72 
10 

6 

4 
4 
2 

5 

t 
2 

S 


Lict   of  0ccu}Vition8 


no 


Preaoer  in  Pap@rw:till 
4IUN9^-4ierder 

Kiney 
mn^tmrlcer 


.  ensafjed 


Ckfurdincr 

Saltan  vexker 

Total   in  Croup  V,   liy 


1 
1 

1 

1 

1 

1 

1 

1 
1 

1 


^&tie  difjgere  and  dclYers*     *it  jncludoa  tiioo'e  '    ' 
awrk  iB  af  tlM  al^leot   sort,  and  the  d;iy-la.borero.* 


siBiu\ny  oj  i'ASii^iHs*  occup^ajiuiis 


OooMpailonaX  Oroup      Bo*  included  in  it 


Croup  X 
II 
III 
IV 
V 


c 

20 
44 
96 

117 


TQt^t^^i 


XCl, 


Note:   TX%  of  these  woi^obtb  fall  vitMn  rrom>«  IV  and  V,   the  Icmefjt  0tovcpm 
in  the  occupational  0calQ»  and  Uau6M  In  tJae  social  scale. 
6.  Hon*  ftrvirwawmt:   (Given  in  S45  cases) 
JfeBooll«ak  in  X  9»um 


Poor 


in  ^  caaoB 
in  J£  casm 
in  JEQ[  oa»«s 


!Tote*  The   points   corsidered  in   rating 
these  hones  were:   necessities,    clean- 
liness,   and  parental   supervision.     The 
author   regret  0  that   the   final  result    is 
stated  in  relative  terms.     However,    these 
ratings    do    represent    the  judgnent   of 
specially  trained  teachers. 


Very  poor  in  ^  caaeo. 
Porcei^age  of  Tiosses  rated  as  •fair",  •poor*'  or  "rcxy  poor"  z  72jS 
Porcefl&ai^  oi  .1^     w  rated  as  *pQ«r**  amx  '*Tcry  xK)or**:  41  ; 
7.  Ho.  of  eiiildr«9i  in  tike  hocie:   {Qirmi  in  244  caoos)* 


£x.:u.  : 

•  i  G  M'.  .a  ;'i  .-v  ^'    '   i;              c;  imo.:.  ovr  to  poosffasra  CHiUDRsai. 

Hunbef^sf^h^ldjen 

^^'^i^^fii  ^^ik^i^'^^IS^mx. 

Bens  C«ypiians,in 

0 

tfvs  eaMSs) 

ons 

33 

two 

4T 

three 

52 

four 

V» 

five 

35 

six 

f»2 

aenm 

12 

eicht 

• 

nine                                    1                      4                                         i 

ten 

4 

elsren 

a 

tvemr* 

9 

tuirte<»i 

0 

fourteen                                              5 

(1)  Tlie  ajyqriaf^e  nuiibcr  of  children  in  sach  hone  is  betvettn  4  and  j| 

(2)  The  total  noB^r  of  ehildren  in  !^4S  hooes  is  SStk* 

(3)  22^  o^  theas  facdliea  hiive  Si  ore  nore  diildren,   i.e.,  SSL  follies  out 


'^^rf-St 


102. 
of  ti).e  '^.^%2  forallieo  listed  hare  ^  or  .jore  cliildreii,    Tliio  immm  tJwfc  USaSf 

or  430  clilldren  out  of  the  994  ehlXdbr«a  in  these  hooee  oe&«  faron  fsEiili^i 

:avinc  si-x  er  caore  fttmhwu 

('!)  5^,8^  or  14  fagallieg  out  of  the  2iS  lifted  hair«  y^if  or  no,i^  i^iildren* 

Xhi.»  i»eait«  th«t  Iftg  or  150  children  out  of  the  SJW  involved  cone  frora 

hoHtts  liiere  thez^  are  nine  or  Lorc  children.  T^jo  fimiliee  h.xv«  14  eftilteifi 

apiece* 


Hunber  vt  4^1* 

cijfQ^    i^    ^¥<P*I 

HatioBBi  ^/-  0^  l^&nili« 
SsTii          ie  StsalMr 

lunber  of  Sraallies 

/ 

FertugoMM 

ihaejriowi 

Itiij^tatt 

Jegro 

4» 

Jhiglitfi«JB£rican 

X 

JPrniwii  1  IwericGn 

% 

I  r  i  ali-Po  rt  u^wo  oe 

IrenclioGerBMii 

Ocotoli-Ji^Kjliab 

Iriah-iiielitfli 

\  lussir 

American 

^ 

T'n  rtiiMii 

Iri* 

<A 

Italiim 

•» 

Sattoh^Iriflh 

Xegvoes 

X«3cican»Qpani  ib 

ittstriaB 

<!•»«» 

AMnrieaii-»Port«@Be8« 

\  ajs^ 

CoaaMvi 

^■" 

i^otoli 

.    ,    ^     XrtiA^lg t 

?*  tns^ 


of  Childron  in  th«  Btiait  (Continued) 


i03. 


UEna 


Hmtber  «t  Chil- 


6« 


AH 


ffljTtnr  Witt 


»BBlili«« 


ItaUatt 

iaaricua 


Iluncjarian 

flfMni  3h-?ronch 
JIlMtrian 


r  of  Fanilieo 

4 

4 

t 
X 
% 

1 
t 
%     16  3?07«l|9l 


Tot^a  •  22 


?• 


PortU0IMNM 
tIaliaB 

i^strion 


4BWSlea&*PoytiiBiM«« 


S 

s 

t 
I 
& 

1 

t    jp.  yT«iqi 

II  i«JKBfliLiiJi.jML 


a. 


It  aiaa 
Portufjiwfj© 
Aacricaa 
Iriab-iWaerleaB 


9v9dlflll 


a 
t 

2 

1    4  ^rei^ 
iBsilies 

1     T«tal  -  a 


Umlian 
3wis»»G«»tK3n 


1    4  Vmeelm 
*    Total  -  4 


10* 


n. 


IriiAk 


foxtiiga«»« 


1    4  9^r«i^ 
«     iBoilimi 

Tot/a  «  4 


2     411  ^oreigH 


12. 


Italian 


1    JQJ.  ]»'oroi< 


fi 


13. 


Tione 


14. 


X 


1 


1 


Bote:     Of  tlic  120  fntilies  having  froia  4  to  14  cltildrcnt   92  ar«  foreign. 


dc>? 


a.' 


'Oa«^ 


rf  '  : 


»**,: 

M 


lit.. 


>*l 


104. 
The  Hatlonalitiee  Itavlng  the  laorgMt  fasillies  are:     ]^jf|j|fyin!tft. 

M»     Ifegr^etal  Cendltiono  of  the  ^^typlool  Child.   {GiT«n  in  236  C9m^m)m 


^tUlK 


I 


•Geod" 

*3?00X* 


%>,  <il  P 


96 

40 


;ien  of  tcTTiigi        "Good"   Includes  tliose  claauifled  aa  QOisgaX^  atyonfi, 
mad  ^ell«     "Peer**     includes  those  classified  as  wsHe^  iia4«mMi3Pish^»ia>d»>» 
«lsed,   uelieate,   frail,  vexy  nervous,   epilefitjN,  tuDtMnpeular,   ^srxftillitic, 
Iffid  orippled, 
:^^*S    JSI&  ot  %li999  afcypioal  flliildren  are  in  "Poor**  pliysical  condition* 

^g'ft^  oif  these  a^rpi«al  ohildren  «r«  in  only  "AUr"  p^oical 
condition* 


r  of  iireken  Hones:  Y«tal  He*  47* 

iKcUier  dead  in  J^  cases* 

Jfetho;  de«iA  in  2JL  c  .nes* 

Slather  anA  MsUier  botli  dead  in  2k  e«is«i* 

Itother  and  sethor  separated  or  divoreed  in  XL  oases* 

(Step^father  in  ^  eases;     Step^^oetlior  in  J^  oases) 

(Hote:     In  sot*'  !q  the  zxumw  dst«  wui  nst  ^ren,   so  the 

•f  brelcen  herac^  ^^uy  have  been  lamii  laa^pr)* 


10,     2leredltary 


Ihnbtr  of  Ca*^  listed  for  liaoh  Hereditaiy 
the  Mmm  ef  the  T^idency* 


H^EMi  ef  'i^endMioy 

£{o.  ef  Cases  Listed 

I.*  Alcoholie 

2*  Hiehly  Herrous 

3*  X«VIISBtality 

4*  Insanity 

5*  Tuheroulosis 

6.   Imorality 

7*  iipilepsgr 

8*  Dunlmess  a«d  DmOni&wm 

••  8hiftlem«es« 

8;  m^^" 

8 

11 

70  (In  a  msil»er  9f 
eases  iiaheeility 

7 
ft 
S 

« 

4 
2 

ivmtt*^ 


13U     caMOaoiAr  Traittt  of  <d^|fy&t<a  CliiXdis'ai  List«d  iQr  Class  T«MiMrfl4 


1M» 


12. 


Trait 

]So«  ef  Coses 

X*  '\ffeotlonate 

xt 

2«  iiet-t«q^r«d  «ad  ^pturrAsesM 

S4 

S*  Servotts  and  Si^  Stnac 

24 

4»  Shy,    quiet,   r«tirinc  and  secret  I've 

35 

5,    3oci.-l,      ploaoant  lui              >        irod 

39 

6«  Sensitive,   la^  •f  co/tj^Auunov,   and  eanll^^ 

dlsco«Kic«d 

16 

T#  Siolld  and  Ba«0Batle 

17 

•«  ]|«11«I»X«  and  Xnaustrlous 

XX 

•«  meam  mavuus^ 

13 

ld«  Brratlo 

18 

It*  Stubborn 

8 

Ht*  Orally  dqttiKfVd  and  Fota-caeuthed 

U 

X3«  Obllgtas 

< 

;U«  7z»o«a^«  «ad  B^sponsire 

ft 

»«  SmI^  XnfXuenetd  «kI  ItoHaia* 

12 

10*  CrueX  and  lirutal 

4 

Xlf,  0r«»-/iere8»lv«,   3elf-C<mfldont  and  In«oX««l|          8 

tl8#  RelHilXlous  and  InoorrlelbXs 

2 

.^ 

»»ts  #X« 


Oil^  5  out  of  ths  1©  cJi^Tn*t«r  traits  listed  sve  f^od; 
eanaldofftwg  tUNi  avsNop  a:?  oases  pessesalss  %lie«e  traits, 
1«sit  ft— ill  tmiia  HHkt  juaB4  'g«>*''>™i«<y-> 
Siete  §^    VhlXe  It  is  oft  on  dlf^'lcoi.t  to  n  uio  tlie  outltindlnc; 

ohaBMterlstlcs  ef  aiQr  OiiiXd  (sinoe  thegr  are  constantly 
dirveXoplne)  It  isntet  t»e  XttiMiberod  t2iat  tlmno  atyploal* 
iMire  been  ebserred  Ijy  sp^laXly  trained  tea^iers^  flT» 

day  fer  f Ito  dn^rs  a  veeic^  end  nest  of  tluHi 
aonUis,     The  trait  a  listed  atwre  cupe.   In  the  Ji 
ef  these  teciohers,  the  donlnant  ones  In  each  oase* 

chlXdren 


(ttid  In  sons  eases  eflosplleted}  l:y 
(siT«n  In  234  cases)* 


Gra.de : 


nrot 


Third 


mifimir  i "  i.'/. '  '    "<  .  ; :.: 

Be*  of  py^lls  RetiClilng 


5aSv 


Slsmi 

Seventh 

j'^'i^faijyi 


47 

»f 

41 
36 
SO 

T 

4 


x.c 

■  r 


U.- 


^ 


Bote:     87/^  (or  203  out  of  tlie  234  eaare©  "nhare  grade  re^^olMd  is  listed) 

of  these  children  had  net  igmt  iMgrond  the  Tlfth  gy«d*,l9ef«rtt 
onteiing  a^Tpioca  claflMMM* 

Itoiber  of  ter^e  epent  ^qt  children  in  ^'^pieal  Clasii* 


aEBB 


Lcwth  ef  tiaie:  '£ 


•:?  I"? '■■'<■'»   ■  ■  I  1  1  ■  •  i»n 


2««e  than  1  tem 

1  textt 

2  tenaa 

3  teiaui 

4  terras 

5  teXDHT 

6  texni 

7  teias 


'49*  ef 
30 


ft 
X 


6  teztsQ 

•  %9XBm 

10  teaw 
U  tea 
12  tei 
IS  t( 

14  tei 

15  to] 
IS 


Ifo.  of 


ft 

4 
1 


5 


2 
0 

1 

2 

1 


Bote:  The  arerace  len^rth  of  ttee  spent  Ty  ecich  pupil  in  atjrpical 
elase  has  been  between  S  «i^  4  tenaa* 


14.     SflHiolarahip  Reeord  in  Be^oiay  Qradft  or  in  Llnited  Class»  follofviitt 
indflc  in  a^rpioal  elaM«  (Oiren  iM  lft9  •«•«•)« 


&nam 

1^*  of  l\tpil* 

nece.lvinf^  it. 

"Good" 

lift 

•yalr" 

S3 

•Inferior*  cr 
•*Ve2y  Poor" 

J57 

Explanation   of  terms: 

"Good"    -   100?^  -   85% 
"Fair"    -      8A%  -   70^ 
"Inferior"    -   69^  and 
beloViT 


Sete:     43  per  cent  of  the  ca«««  lieted  do  "Pair*  or  *i 

following  their  diQr  in  atypical  oloes;  5?  per  cent  d« 
"laferlMf*  •»  »ir«igr  »«Mr"  work.     (The  grade  "Hair*  is  In 
aetaQr  ecuiee  «nnMd  beewBM  ef  effort  and  seed  ooztduct  rritlier 
than  accoc^liaivriont  )• 


15.     iJciiool  APftgresst 

In  onay  j^  inotancee  did  ar^y^  ^lil4  aiice 
following  hie  enrolliaent  in  the  aliTpieml  olooo. 
ommtm  aare  airmx  aa  eonapleex 


¥h»  f^lewing 


lOT. 


Stt^nvcftMCt  P.ec»¥4  la 

L-4 

■■  ■ ■'  '■ ■  ■' 

4tfa  a«»tef 

Ii.7 

I 

l0^  «Mii*.  7e^  Poor 

OtK 

3 

«^1«Sl*fc,gr "  ^ 

1^7 

r> 

P^  3^«JLar.     ▼esey 

5th 

I 

In  Re^^ular  Grade. 
Doing  9alr* 

H-l 

2 

311*3  yniling 

6th 

3  Bonthe 

X:           Oar  ffntdft.  I3i»«» 

dk>4A«  vonc 

I       IW3  t 

Vm  Ve«ic» 

B.^     jraiT 

Sih 

1 

lit  Tegular  <hf&&9*  tiom 
:3hxXT  to  Poor  ^oxlc. 

isi 

1 

JfaLiure  in  Hogwlar 

StA 

1 

Qttlturc  at  TmaatJ^* 

JU5 

4 

L«t  Bicolar  ftfatite.l^aiy 

SIh 

3 

In  regiaar  ^wik.     Pz«-» 
zaoted  on  oi^kmcror. 

4th 

3 

Valv  in  Ho^lnJf  Vesk 

3r(i. 

1 

fair  in  Regular  Weirtc 

1^6 

3 

ViKKur  Poor  in  Reg.  -wmIp 

Src 

4 

Poor  verk 

X       2 

1 

X«>4  Lir^ted.  P^ir  wox% 

4th 

8 

Boor 

X       g 

2 

negstlar  H-4.  ^latk  fair 
te  poor* 

Sard 

H 

T«fy  i>oor. 

2nd 

2 

V«8y  poor* 

filh 

8 

BUS  r^^jlar.  Doea  lit- 
tlfli  ■    ■      l  work* 

4th 

10 

¥»:^  iM*ojf 

X      3rd 

1 

S*4  :tec^a7.Boer  Work* 

L^ 

e 

l#»8l^r*Fdr  in  h.'md* 

^wrk. 

4tk 

8 

IU4  liiiitod* 

X    i*a 

2 

I*»5*Tri©«  oomostly. 

1^2 

2 

Ii-3  Reeulfir.  Tries 

L.4 

3 

Li»4  Linlt eel. Fair  isoik    1 

1^3 

3 

)  Um4  Refill nr  Class*          ] 

Lndic:itc£  tlioae  uakinij  re. 

..;rot:ref58» 

/•l 


. i»     '        ^i 


note:  The  oajorlty  of  pupils  s»Xati  tWHa  %hm  Atypic  a  Claaoes  Ikock  to 
IG.  Sciiool  ?t  of  i^arpical  C}iiiayen:   C^dBtcd  In  215  easeo)* 


108. 


ss»a 


Omkim 


Good 

Jair 

Peor«  ov  V«qr 
Troublestta* 


Ho.  of  CI li 3 dren  ReeeiTlne  it. 


1 


I 


I 


.ote:  75  x>dr  c  nt  of  %M  i4gryteal  ehiid7«8i  <«»»«  groAsA  Iqr  taaBlmra  aa 
"ij'air*   or  "Good*   In  oomlmtl^ which  means  thatthey   gave  little  or  no  trouble. 

24  p«y  ceiit  irere  e^^adcd  a»  "Fooip*  «*  "Voxy  7roubI«sert«»" 
17.    '     on  of  Atypieal  Clilidron  in  8eh«ol:(0nly  lioted  Igr  teaelMSs  i» 

7S  ccorj) 

iititiuia  000^  tried  in  Jg  caami* 
Indolent «   did  not  txy,    in  Jj||  oaseai* 

61  per  eent  •f  iJl^ni^MtaX  ehildr<m  -w^r^  raited  om  *mo&  in  attitude  ^mA 
effort* 
10«  Qoronol^ieal  A(^  on  ^a^ing  ll<iH»BXt(Me»»A  1m  99$  ■«■<■!» 
L*(^*  12  yrs.  8  cmo*  To«B0e«if  6  yre* 

ll»  14  3rr».  2  wore  Oldeet:  19  yro,  8  raon. 

10.  Later  Uiotoxy,  X»^.>     lazoxy  4£ter  lioaTing  flMbu>ol« 


X«^er  m.v 

.      r  CasQC* 

X*  BoTod  Avagr 

3*  iZaanried 

4.  At  VuivTm 
6*  T<oafl«g 
6»  !>ee«a««d 
7»  Aaployed 

m 

XA 

xs 

34  t 
7 
4 

Ca«e  vorld-ac 

Kobe:  20  per  cant  i»t  ths.  tot«M.  2M^  vli(*ut=  ^^UkiXvitXMxAm  e«n  te  tra<N4»  imim 
already  ooved  ovosr*     Ve  oonclude  tlu^t  tliis  typm  ia  a  oliifting  pqeitlation* 


20*  Special  interest*  eX  At3r|4ea3L  OUl^Mn*    These  are  teachers'   judgnfl^l^ 
b'.sed  on   ooserv  ations,    extending  over  a  period  of    sever  ■''    '-onths   or  no 


re, 


flieciJl  Xnter«0t 

So.   . 

-^i^^ee. 

!•  Iloacli^^wx^ 

S4 

2*  iimm  Mtfmmiiom 

It 

S*  Brasing 

12 

4*       U3iO 

10 

10 

6*  m&Ua^ 

a 

T«  VmeSaemt99X 

0 

ft*  C^upft  of  ikme 

5 

9.  Caro  &f  Yova^  Caairtren 

' "' '  4  ' 

10«Ant]3cctie 

4 

4 

K      4 

13  <a»tiirentiiig 

4 

14  C^ur#  «i'  Aninale 

9 

16  Writia« 

3 

I6.0€ograj4v 

1 

l7.PX27ixis  ftOl  «i4  i^a«U<ni 

6 

• 

I9*li«lpiiii;  iwuxtiiX 

1 

ISmtT^emA 

% 

20.:Jurnlne 

t 

21.   -i-i'oictja  . 

X 

22«Sra!.iatica 

2 

S3JNa4iAC  Love  dtarlos 

1 

S4.2i«fn« 

it 

Bsrtet  THe  pire^otainatine  1  "         rts  a»e  mrnxv^sJi* 

We  mmt?tltm  tSte  ?!tn*aR««t  «l**  17  liaro  intofv^  In  fti»tftOig.     If 
it   is  ;»>,   it  \7<>ald  eeeti  to  edura  lack  ef  expoaiKPe  to  differ«it  tyiHia  or 
vetk,  or  c  low  »ontalit7# 


l^iO^fty 


110. 
Ihtti  uuaio,  drawing  x^adine^  Sft^^ngfaQr,  •i«*  ar«  llstsd  a* 

speelal  interouto,   it  does  not  tsmtm  tba^  thA  pupil  hoa  unumaal  ability 

or  int«r««k  in  those  lin«»«  iMl  that  his  work  in  thmra  aiim—tM  1«  iMttor 

thin  that  in  other  school  subjects,  wMcli  in  naiy  eas«a  i«  T«xy  inferior. 


21.  Workiag  Hiotozy  of  ^^ty^«al  Children: 

iiecords  thm  that  64  atypical  children  hare  i}«eB  fioiaagred  since  imerlia^ 
Mbool. 

TabX«  asiflfving  B»«  A^pZ«gr«A  «i  AmAi  Job«  Vag«  n«* 
••iTsd,  aad  Xhmm  of  laha  Held* 


Jobs  hold 


HnRm 


So.  ISbploysd 
«f  this  Job 


JiossMigoy 

M^per  in  Kitchen  in  3.P» 
Dliier 

B«M8tiO 

7sl49lMfi«Offioo  3.7, 
Moot***  Ship  Yard 
SriTiac  ^^»^^  TxuQk  for 

J4nb4IT  Cose^OHQT 

Xogr  Balloon  i'actory 
Boot  •black  on  JTerzy  BMt 
Voi&s  in  :?ather*8  Gardes 
IMksrer  at  PaaiaflM 
l>^iT6r8  Papom 
]/actoxy 


Boiler  -  laker •s  Helper 
Calif.  Sash  anA  Boor  Co. 


Baksxy 

Capwell^s  Art  Bept. 

Cotton  Kills 

8.  P.  Pipe  asft  9kmm  Vitte^ 

Suit  house  In  3.  ?• 

iaeriean  Con  Co. 

S«  J'»!rie  Tliiiiill,   S.7. 

Bqgr  Point   Ship  Yards 


X 

I 

t 

11 

1^ 
% 

1 

1 

X 
4 

1 

3 

4 
X 

9 
1 
X 

X 

X 

% 


f 

i 

f 

|8i  per  «k. 


? 
t 
f 

f 

» 

t 

t 

Wtm  3  ?    ^iov 
X  •  #15  p«r  lilt* 
f 

H9  X  f    V^atX 
«ii|  per  Ik;  ^or 
X  *  W  por  «k* 

t 
♦is  per  «k. 

t 

T 
#9*99  per  diigr 

t 


ar-tf^ 


;i; 


'J€Mf»<fy 


k.     Working  ill  story  { Cont  inuecl ) 


m. 


J0I3S  iUiXd. 

^'^^Zf 

Wago 

QB  If  sum 

z 

? 

AbbH  to  School  Janitor 

% 

f 

JuAson  Iron  W«z9cs 
aMmfaeturing  Co* 

1 

1 

|Ml*40  per  wk» 
Out  of  ^»j1c  a 
iproa*  a«a« 
f^  p«V  veolc* 

Tos«Bii«  Lamndxy 

1 

t 

Iteohino  Shop 

X 

t 

Lincoln  Can^  Shop 

1 

teO.per  w««k* 

Battan  %RMl 

1 

t 

BotU3.el!flBi  Ship  ]IUi«*  0»« 

1 

t 

Xb  Jfotlier**  Bofcc^isr  SSiep 

1 

|ft«00  per  «Mk 

Pacific  Pipe  and  Tank  Co* 

1 

$15*00  p«r  «k« 

Steok  Girl  •  Mrmhelm  ft  Msaor 

1 

$3yo»p«y  wooar* 

disoharc^d* 

ContnMit»Y*s  fielpor 

1 

t 

V«xldBg  (J3ut  Jol)  not  Icnotm) 

23 

t 

R.K*  Larson  Co* 

1 

$3LX»p«r  vtt^* 

Drivor 

1 

Hote  #1:     iipparonilsr  no  partioiaar  lino  of  votk  is  opon  to  tlieoo 

children.     71m  cppvaiest  maabor  eraplogrod  in  any  one  plaeo  is 

e.{In  the  CiHif. Cotton  llillo)*     Aa  far  as  tliA  records  tfuMl 

!•  aro  attending  part^tiao  aahool*    Ul  are  obskcbbA  in  loir^ 
fvade  •oottpstions,  with  a  po«»liae  exoaption  of  those  V9ii:« 

lag  In  the  ohip  yards* 

Hote  iZt    Theoe  children  hare  gone  into  37  difirer«!it  J*1>e*  7h«f«  is 
o  nly  one  ^ob  for  v/hlch  the  wdlAia.  w^r  ^▼e  offered 
definite,   speeific  training,  nmuOsy^  the  donestic* 


22.     J^tontion  Sotte  and  Inetitutlonal  Eeoords* 

T«^ia«  aMWine  ^«s«  C.a.»  I*ci.,  M*a*»  Par«!itage«B«i«  amrironrient^and 
Institutional  Record  of  Badb  Caae  Haying  a  Detention  llone  Record. 


l3e- 


fin^f¥8n- 


Inaiit'u 
tldsoal 


Detention  lloxae 
Kecord 


C.A. 


I*(^       U*A« 


PiupeBtagtf 


l.iici(^borhood  Annegrvoce 


13-0      1   06  8-7 


I-    I 


Italian        Vexy 
poor 


B0B« 


i^^tm^ 


»  ( 


22,     Detention 


and  Institutional  Rocorda     (Continued). 


112. 


j..ii  .'.1  .  I'.i.'"    i  'f  I'l   'Sa 
Detention  llfirie 
Record 


2  .Potty  Theft  a 

5. Petty  Theft 

4«  Par«it£a  Hoglect 

6.  £^i«ataX  Difflciaties 

6.   Petty  Theft 

I 

'7.   GfSftBA  Th^!% 

..   Institutional  CatsEiit* 

nont 

ll.l^BW  MmgLmt 
%3<»aial  Difficultie* 

J.Theft 

b.  XncorrigiMli^ 
^•Vli9  mA  IProfaae  Iian<» 


^o.J^kTcntal  A«glddt 
17. Theft 

.Theft 

•Parental  H^gXeet 

t^UKfffiettal  Ilecleot 
•BBur«atal  ilejloot 

'.Sexusa  Difficult le» 

.S«30tal  Dlx'ilcultioa 

kAurwital  iJeclect 

LTheft 


i 


\ 


'2,     I>etontion  Hcm9  and  Inetitutional  Records   (Continu«d) 


113« 


TyssK 


■"•!■«*#*■<** -*-«i':»    -•■I 


■Detention  iiome 
Record 


26*rxuanoy 

28.  Theft 

29*In3titut 
nont 


50. Institutional  C(M^tnit- 


32. Theft 
33.'I?heft 

34»  Incorric;ibility 


O.Instltution^al  ConKtit* 
nent 

36  .Theft 

'.Theft 

UBureBtal  X«i^«et 
I  .Parental  B«c3.Mt 

40 .Institutional  Co^sait^ 
ment 

41.aexual  Difficulties 

42, Theft 

43.ae3aua  Difficulties 


Sex 


B. 


B* 

B* 
B. 

0. 


0«A« 


X«^ 


I1-4 


X4-0 
X4-7 


79 

as 

81 


13^ 


45 
&1 


3» 
B« 

B. 

B« 
B* 


12*8       59 


M^A, 


ISB3Nmtr)^e 


8-10     JetriaH 


9-8 

10«9 

9*0 


■BelUBftiaii 
■teeslean 


Home       '■  Inatittt* 
i3nviron-  t  ional 
H 


9*3 


6-0 


Qee4 

Good 

Veiy 
£oor 

LiTed  at 

Chil- 


Bmm 

BflOM 

Xene 

Sonswi 

Stat« 

Hon* 

Sonoija 
Stata 


V^iJP 


«aa4l 


Iriah-i%3«   Good 


9-4       Italian       Poor 


24-9 

) 


4i 


7-5     I  Zt&Iian       Vexy 

3?oor 


Porti2{rufla^  Texy 

!" 


44,IIeic:^il30i^iood  ^%t»aWilHI       9 


I  45*X}tef| 

I 

46  .Neighborhood  ihii 


B. 


12-11     61 


18-9 

17->3 
17*3 


19^ 


89 
«9 


88 


Portu- 
cueae 

Portu- 

0IMHM 

Portu- 


10-8 

6-a 

7-8 

11-0 

10-1 
9-9 

9-3     '  Portu- 
1    giteaa 

10-1       Portu- 
I    guese 

9-1       Portu- 


Biox 
le  noiir  aiarried 


1>4NIY 


▼aisr 

Vexy 
:Poor 


Aaeriofja    ii''air 

I 

Portu-        il''air 


Bear 


atata 
Bona 

Hono 
Biaaa 

atat« 


lana 

Maam 

f 
Bona 

Bteia 

Xetia 

Bone 
Beaa 


1 


4' 


I>ctcntiun  xiwmc     and  Xnotit 


Hecords  {Continued) 


114, 


Botcntion  H 
iUworcl 


mi  ail 

9, Parent aX 

O.Theft 


ot 


U Running 


►Tnmncy 


Din'ictaltics 


►Vacranoy 
[.Parental  Hegle  ct 

Difficult ieo 


UTheft 


Ik' 


t«Par«ataX  iiG^Xi^t 

k.Yhoft 

k.HMft 

GO.Pjrrontal  S«{^«et 
;7,rhoft 
66,  Heix^lieziM^d 


S«x 


0. 

V 
6 

B 
B 


B 

B 

a 

G 

B 


B 

B 

B 


B 
B 


C,A, 


16-T 


z«q* 


K,A« 


713    I    0-6 


«B 

to 


10^ 


Portugttos* 

lortu 


SnTironf 
zscnt 


Xnotitu- 

tlmial 

BeeoTd 


XI«tf     XtaUcM 
X0»3   jPortti^dwa* 


xe-0 

XB«S 


C5       9-1 


90 


n 


59 


13^ 


U«4 
11*1. 


Xrtifti^ 


Poor 

3?alr 

lie 

Stother 

Vair 

Very 
pMr 

Very 


Hone 

wjiittisr 


i  lytton 


Porttt£ea«M 


Orphatt- 


IBaly        Bum 


Bo!,'B»Aid 
^KJiety 

Whitti«r 

Bm« 

Bon* 

Sonoeia 

[Still* 


vngr 

Bfetir 


Bmv 


Itone 


•-     ^ztagu0«« 


I 


M  lu-4  ixtiaiott 

IWft    4n»rican 
TO    jiO^B    Spani«h 


Poor 


( 


? 


<S 


••      jPortttgttfiMI 


ittorican 


▼«ty 
Poor 

Poor 
I\)or 


ataU 

Rccs* 

SonoiBA 

State 


IWLttior 

Hone 

9t  • 
Vincents. 

Hone 

Bone 
Pvest  eit 


r 


.  i>etM(tidii  Bm^  mnA  Iiiatituftlonta  EeoordB     (ContiiaM4)« 


115. 


1 .JiamL.- ,, — 1 

X>etdntion  Hocie 
Record 

Seiz. 

c.A.    I. a. 

i'^.  •  A« 

PoTffiitai*  1 

§P*^ 

69.  3«scnal  difficulty 

70.  Parental  SmgLt^ 

B 

n 

1 

— 

Seei<s2v-JBtig 

Go<id 

BiUB 

71.  ^Parental  Sa^sot 

B 

<•»•» 

— 

— 

Bqv  norrlM 

4»M» 

Iteaa 

72.    .V  nn 

B 

— 

— 

— 

— 

— 

BiMMI 

73.   V    oft 

B 

17-7 

65 

10-4 

Acnerie^l 

.- 

B«nii 

74.   Parents  Hegioct 

B 



89 

*- 

Irlah-Botf* 

(^od 

B«w 

75.  Theft 

B 

lft-5 

•B 

BoS 

Foriii0tMM 

BB«r 

H^xm 

76.          oitcil  Mci.J.ect 

B 

14-5 

66 

9-4 

Acierieaa 

Poor 

xioue 

,  BurcvlGxy 

B 

— 

^ 

—     Qezstfiot 

Poor 

Bona 

7G.    iiijjfcitutioual 
79,  Petty  Tlielt 

B 
B 

11-10 
1&-4 

Bt 

68 

^7 

10-4 

^ortagB«M 

Good 

t 

fioiie 

•  Parental  lioijilcct 

a 

17-7 

i« 

»«4 

S'rwMdi 

Vexy  poo 

rTeai  a* 

not,  know 
where* 

81  •  Tli«n 

G 

16«6 

W 

13^ 

Xtfiliaa 

Poor 

B«i« 

82.  Harming  Ava^  freet 
es.  Theft 

G 
B 

16-11 

16-5 

65 
▼B 

lS-0 

Trendi 
Ittataa 

YoiTpoor 

Poor 

Yea(B«m*i 
B(^8*  Aid 

&4»   Xnatitioual 

CoiSL  itsient 
B5.  Poo*  Boen 

0 

B 

17-0 
15-10 

^2 

61 

6-7 
♦-7 

XtOiaB 
PortuffMa' 

P»or 
»  B»or 

PoroethialS 
Bone 

BC,   iaroiital  Beglect 

B 

13-11 

63 

8-6 

Nfelaiw^. 

▼erjr  TffoT 

l^one 

ini  ■    1    II    1  iili       ■■ 

suir  ioer  Qv  wsFxsficm  sboms  HMsemtst 


Bteiiizifi  JfiHdNHr  9t  Ak99B»«3l  JNpil 


fh*  eibise  of  IBa^li  Xeeerd* 


Causes  for  Petontica  BaoM  Beeerd: 

ilo.  of  Cases* 

1.  TJjon 

32 

^ 

B.  Sexoal  Difficulties 

9 

4*  Xnstitutioaol  Cewmlitiaowt 

7 

B«  5«i0liboxHo  od  .^lsaaM!« 

6 

6^  ftosglazy 

3 

7.   Incorrifiibillty 

2 

'si^^^H 


^ 


All 


'■***•  '-^k  *-<■-■.■■« 


•J.   Ago  £Uf»d  In- 


ce  ^ootiait  ex 
vjjid  XntvrquartUJLe 


■a»  -V •>•   >»iy»ii^^c-ii#-toa 


60,    of  the 

t\/oQii  14  yr«»  and  It  yr«. 

IK}  8* 


8 

10 


'   Intellicenco  Q^otienl 

— (!uw»at,  m 

X^wer  ^»rtlie      &8«& 


11    ItedisB  67. 

iM^Mt,   92} 
Ur>T)«r  %MMtil«       73»S 


P 


l^d^  Of  thm 
1 11  yT9t   1  s»« 


ix^alMW*' 


3 


Fable  Sbovliig  3UAi^(ma3Llty  of  J^rcnto  of  all  Alypioal  OiJUdyvn  Raving 

Intention  llocte  BeeoYds* 


BatioBallty 

Bci»  ^f  €•«•« 

itoMBltffVi 

22 

PoTti4pa««* 

» 

IlsOJbai 

10 

jfe^uum^ 

3 

9«gZ*^ 

2 

YMBMb 

2 

(all  difiorent) 

18  (l  case  In 

t&HoMwn 

9 

.,. iP*-'»:i5  96 J 

Sl9iifle«aSl  f^nts  to  be  noted  in  tlie  ai^rc  mi.  js 

1.  Of  th«  77  oaass  *Sid»ir«  partBUfta^t  is  knooa}  having  detention  hosm  ««cord8 
JX  >^  ^^^'  <>^  foreign  p^-7€ail«0(iu    Tliia  is  in  eontrost  to  j^^  por  eont  of 
£Mr«il!^  pftymliili«  for  tho  total  eiroup  of  30#  aftrpi^^al  ooftm* 

2.  lielitysix  ohildrran  or  J22.  pe^  ©«»*  *i"  tJae  a>6  ofaildren*  ift*o  iifere  foTw 
iMfily  in  utypioal  eXa«»«s«  liave  ebBl«atli>n  Itana  yoeords* 


r 


i 


BvmAaxy  of  I>et  ntion  BoaM 


11?. 


Catts«a  lor  i>e^!tloa  Hone  Record 


>-~  ».><MMta 


8.  Truancy  froa 

9.  lUmning  Mnsf  t99im  Boes* 

10.  Wrer\u«atlnQ  BqoI  Bona 
11  •  Vai^rimcgr 

12.  Vile  and  ProXnae 
13*  Unknown 


uo.  of  CaaeB 


S 

t 

1 
1 

I 

1 


Total:   86. 


8«x  of  Bet  coition  ilQ;>e  Cases. 


Boye:  jfiJi,. 


Girls:  ^ 


4  JPTinoipal  CNMttoo^or  j^s  Bftiae 

a  Prinoi£^  Cau^a  for  Girlo 

1.  Theft                          50  e«ooo 

1.  n»«nt«a  £Eoclect      10  eaooo 

2.  Parental  Hoglect       10     * 

2.  Seacuiil  Uifficultioo  5       " 

5.  Institutional               8     * 

Coii-ltiient 
4.  Bexoal  difficult loo  4     • 

4.  theft                             a      • 

B«  Institutional               S       * 
Cos  dti  ient 

azy  of  liatiuc  of  Uoam  SBYlVOnaent  of  Detent  ion  lUmoi 

L)le  %»«iiiC  So.  of  Caooo  of  x^elxnqumtt  Mypioalo  A^ith  Jtou^s  Hating  as 

•Good*,   "y.riir*,   "POor»»   and  "Vexy  Poor**. 

The  points    considered  in 
rating  these  hones  were: 
necessities,    cleanliness  and 
po-rental   super^d  sion.     The 
author  regrets  t/iat   an  ob- 
jective result  was  not   given 
instead  of  a  teacher's   judg- 
ment,   expressed  in  relative 
terms. 

%to;  Of  *  '"  74  easeoifSero  the  ^jsJc  rating:  of  clilldron  haTing  4o*«ition  liono 
3  la  Icnoea*   85  iper  cent  io  •Talr'*,   "Poor*  or  ♦'Vory  Po  r.*     (Or»- 

KKBOaKOo  vero  Included  trith  the  hoeieo  rated  oo  "Fair**. 
■ite  ,f?..  The  total  nimbcr  of  oases  having  hoth  Dotention  Hone  and  Inotitu« 

tion^  HocorOs  is:  2Sk* 


Bating 

Bo.  of  C*oe« 

"Go  d" 

11 

•rair« 

14 

»B»or« 

27 

"Vcxy  Poor" 

22 

Bo%  KhflfHB 

1« 

It  la  eic^iiiic  iit  to  aote  tliat  of  tMo  year's  ol/^h  nyad«  griwJuates, 
out  of  a  totwJl  iiitut-ur  of  342»   o^i^'  ij^  uy  15  p©y  ueut  ':.'.  "o   oi    i 

ncan^  twla^  MA  tnemak   mn  it   f  «a«m/^  ^WM   **¥  •*  ^^mi ' 
So  Xlehty-riT«  per  eent  of  th«  hoacs  sf  <l«t«lilion  boa*  muimi  «r«  rat«d  a* 

•»air*,  "fiwr^,  aad  "Voay  Pte»r";  iir}i&ftc  only  72  i^fer  eent  of  the  honvis  of 
tli8  iot^a  group  of  2t6  alsrpleals  aro  rate4  as  "lair?     •^or*,   and  "Toxy 
BB#r*.     J^orsr  hemm  conditions  are  undoubtedly  partly  ro3pon8i"bl0  fo:p 
dolineiacncy* 

Jtetirs  Groiq^i     C*A*  1&  yra^   4  }30S* 
iltsAiflOl  •  M«A«     9  yrs.  6  iass« 
!•  i.  67 
Pelinfwit   croup:  C.A.  IS  yrs.  4  uos* 
tfrtlBTl  *    %*Am     9  yrs.  11  mos* 

Thim  voold  seen  ts  sitggsst  tiw  possibility  tlmt  noot  of  this  atypies& 

roiip  are  sf  the  %3n^  that  would  £;»  the  dsswmrd  or  the  iqpward  psAh^ 
liftpsadiag  upom  the  sPTlroMisiiial  inflit«HMs  that  ohoiMsA  to  surround 

th«B« 


i 

I 


JhfJT  oam  •f  t2i«3«J8|^  olilXdren  t?ould  h9  *>^3fit@**  in  a  rocular  flaLam^ 
not  cmJLy  iMceattse  of  (l)  lo*^  rientality  &n&  l*^)  0T«ix«»{&f!:«»  bat   alim  bo* 
eaaise  of  <tit^7  poor  it    Ita,    .;:.>< iuxiaul  onotionaX  tralta*  or  tmA  coo* 
duct,     tills  Miaoluaio  ue  out  ly  the  r^tet  tlu^it  anlgr  a  7€Ty, 

Tory  few  '%ake  good*  In  r«€sla3r  els^eeo  ©▼«»  ^Tter  thigr  h"W«  np«it  one 
or  ijoro  teztao  i:i  the  atyplc  ;!  olaa*ee«  ushers  en  •ffiirt  ha»  l>e«n  aade 
to  ueet  adapt  Ire  dlfficiatiea.     H«mm  atypicisl  aaiaaw^B  are  ewHsitial 
for  the  !jood  of  tiiose  tinfortimatoo,   and  for  tiie  prop^cm©  of  the  nor- 
QftX  one  sl^^^  ^^Eva  idkoa  ihi^-  htxn  te^  attgresofted* 

A  »erlonn  A-jsrlrtrtrtlnatinn  proU2m^i  In  nrntjfjntnd  Iw  the  lar"*^  riirrnantJige 
of  i'oraiii3U«i>ortt  t/namxta  «•  h  <.ai.Tloult  i>jcoi/i««  becnx^oe  of  the  low 
iEMRft-lity  cf  the  ehil^trm*  eon<»pmed, 

A  serious  ocv.*.^  probl'>     ^  '  •»?^^-'ented  in  the  XaTi^ie  inHil)eT  of  Tory  low- 
gfftO*  lttiaeii»  aad  In  the  Xaxue  mmber  of  broken  liones«  and  in    t^n* 
deneiGs  llotod,  ^leh  are  cit-irootcjfized  Icjr  vice  or  blojaleli* 

Sijice  u  large  perum^i^a^  of  the  forel@:i^teXB  par«ita  are  Seut^tozn 
B|]S»pens&«   ikgrticua^iTl^r   '^  j^ua  mtd  Xtuliao*  it  is  denir:\ble  tliat 

tnr'i^hnm  9t  atyal'^-""^    ol .  inf?.*??:  ''.xTcn   a   atn-V  n?  thm«  Tacoo  to   SKHne  «»■ 
tout,    ill  order  to  v  iai  eiuiraoterioti«8# 

ICtiie  o  .ly  ^^  Guiiini  li.AV»  (kiiic  to  tlMj  riotico  ©f  the  »f}UH'l,   thmx  thie 
pcirtic'i.     ^     ;>udy,   evory  hone  frc"  -  -'•h  f.  dh  of  theoo  u  u  .-,  :.i.v9 

an  aTei»i^  ef  4  cr  S  children  In  it;  *&  total  of  ^4  c  ,     One 

hundred  and  fcitr  hones  hare  fron  five  to  fctirtcwi  chi3?tT«n  (inoh.  M-» 
cordiiig  to  tnc   .sodiiiii  l;iw  tliore  is  lilcelllyjod  ef  nany  c^  theoe  alee 
hariMc  low  ii«itality» 

Since  13  out  of  the  IB  c'luraeter  tr'><^«  lirstod  fer  at^-^f^  "»  «-hildrc»» 
am  p«jriiicioua  or  unsocial,   the  nood  for  uorcil  and  aoci  1  tr^inirvf^  is 
-vexy  ijrcat,   and  rcquiroa  i;>ooial  3tut^  for  Ita  30luti<:in, 

Proviaioii     l.  ..   .^.^   ^ide  to  k-  .-i-  u-^c  ^oajority  of  these  childyera  in 


Atypiccil  classMi  f«r  the  -Teitcr  part  of  the  ttoe  tlugr  are  in  nchool. 
Tlie  wmamm  Xmif^  of  tin*  sp«it  'tiy  the  296  «««••  studied  vius  j^SEUi 
teraa;    Axt  cTen  that  did  not  bring  abotrt  soeial  adapt  Rt  ion  in  tlie 
Majority  of  oa— «♦ 

8.  The  percentfl^tt  of  %lbomm  grekSoi  as  "poor"  in  effort,  i^hmm  t}mt  evwi 

the  uoiuxioci  ourriciaua  of  the  a^rpieal  cloaa  fleas  mt%  alms's  win 
their  intorcat* 

9.  The  epeeial  interetfle  noted  l^y  teattfisw  ore  alaert  entiroly  Msmal— 

in  onily  2Jk  QMW»  ie  any  sssipnie  subject  listed*      JIaaidwork, including 
aMMHab^yatolnc,  cooking  mmAnth  4nMl»8*  paint ins»  0sardenia8»  aaaw 
ef  hooe,  earo  of  yems  «hildren«  aad  aare  of  aninols  pre^tenlnata* 
A  l^iTc'e  uaswtt  of  tlie  training  offered  the  atypical  child  should  doubt- 
less  be  alone;  the  sUnnm  ar  sistilar  lines.     In  every  cane  it  aiG»t  tia 
itswmtmmirTt n  to,   or  i.t  least  not  exseed^  tlks  aapwrity  of  the  i^irticu* 
Xar  child  reoeivinn  it  •     The  mp^ar  ■ssiiilu  naxk  af  ilw  pras«» 
ourriouluci  is  by  no  nems  suited  to  this  e7a«p» 

Wa  aamlsr  itfMlher  it  is  lock  ef  stuc^  on  the  part  of  tiimliirs  iHm^  htm 
jBlftled  to  rerefil  aiiQr  special  interest  in  the  ease  of  Xl  children,  or 
idiather  it  ic  luck  of  exposure  to  a  vttRiialgr  of  tgnpes  of  rm'xfk  that  has 
vaaulted  in  no  sysaial  interasi  being  developed  tgr  the  children, 

10,  Since  the  «Matl  as^ovity  of  the  parents  are  mime^  in  Imm-iffaidm 

occupations,   tmA  alnoe  t&a  naddUai  I* (I*  of  thenc  children  is  JSlt^''^ 
since  87/*  have  not  cone  b^ond  the  fifth  grade  in  school,   and  since 
their  interests  ava  aanual,   it  would  saos  that  the  dutioo  ef  tha 
sataaol  toward  then  are:   (l)  to  develop  cood  habits,    (n)  to  offer  ooelal 
guidance,    (:;)  to  trrxin  thOBl  for  iiidustrisA  ipsxkr,  and  (4)  to  attenpt  to 
secure  «* .: ;)ioyi.iGat  ror  then  tjhen  they  axe  oltiUk0«i  to  co  to  work  either 
firoa  fintuKjial  noceoaity  or  beasMie  they  can  no  longer  profit  ly 
school  training.     Both  of  these  reaswfis  will  operate  very  osplHstioally 
aecordlnc  to  tlia  4ata  oozipiled, 

II*  Sinee  ei^ty-six  atypical  children^  or  29  per  cent  of  the  296  cases 


1P\. 
studio,   alrtadsr  haevm    ctAm&tton  iimie  roeordst   It  would  seco  to  Indi* 

cate  titaX  tiieoe  clU.I^«i  ax«  to  'be  our  future  crimintxls,   uraeoe  the 

auilc  aoimol  succeeds  in  Luikla^;  laa»-abidin4:  oltli&miB  out  of  tiian. 

Training  In  0»od  citizenship,   in  th«  ferumledge  of  rl^it  and  ^nmg,  in 

hon8ii«xrt3cing  *•  in  oil  tlioi^  standards  that   Aucricm  idcrOLe  commtm,   is 

./livt   is  iioat  nQcdofi*     The  fact  tli<it  ly  far  the  1  .rf-cr  i-)' rooiit Jif-e  of  th|l 

ot  oat  Ion  Vun^e  eases  ooiss  froci  foreigiB  luaaes,  tind  that  0^  of  thsss 

were  iMted    .a  •Pair",    "Poor",     aid  "Very  Pool*,  and  that  twenty  out  of 

the  eigiity-four  c.ioco   :fi.;ted  were  for  j;  rerxt^  nenlcct,    i&wm  a  «aak*> 

nesB  in  the  Texy  fuundj.tion  of  socletr,  m^iOy,  tlie  ht)ue,     Hianer  of  the 

eases  vjiua  scxphasize  a  Yet^  glaxXnQ  need  for  a  tventy*four  liour  dsQr 

Parental  i^ciiool. 

12.  The  40     nstitution  records  s^iow  th£^  the  ^ote  (and  ehoirlty  organize- 
tiuns)   is  early   rv  Guaing  the  Durden  of  caring  lov  thcuo  cliildren,    froa 
idbaa  in  seiae  casss  it  oaa  «3qs»ect  imt  little  in  the  fistiurs* 

13.  Theae  children,  ninvi.  tlUQr  00  to  worli,  enter  lov-  ^^  -^^  o-^cupa^lons.  An 
Atiolyais  of  lanjQT  of  tlieee  oecupations  sliould  he  n;:^uo,  to  sse  if  trziin- 
inc  can  be  developed  for  tlie»» 

14 •  Plaoaaoot  and  folAov-up  voxk  shouxci  og  dereloped,   for  tlois  group  e^ft* 
not  '^s^iift  for  tlunselTea.'*     It  is  far  b«lter  to  present  tliie  stroB 
of  lUBaanlty  froa  fullinr   into  the  ch^^SRi  of  crln«,   imfsrTrilo?<m«nt  and 
porerty,   than  it  is  to  let   it   fall,   ruid  t'lon  l.uioriouoly     t.t>r---*   to 
puanp  it  Itack  throui^  Refoza  ScOiools,  Hospitals,  Prisons,     uiiicipaS. 
Lodging  Houses,   and  Detention  Homes* 

15.  The  facto  presentsd  e^w  thi^t  In  a  certain  iMUHRcre,  the  qpality  of  the 
out-put  ef  the  public  Sfl^osl  is  lizaited,   and  limited  rexy  dafinitely 
lay  the  (puu.xty  ef  the  pupils  tha^  coacs  to  it* 

\Rill«  wmm  MSefm  that  the^  sehov>l  idisuld  stop  short  of  no  histaR 
Means  in  tlie  ooias^ete  develeisuitt  of  erezy  pupil,  we  xaust  raesgni^i 
tliat  the  lav  ef  diuiniishing  returns  functions  in  education  cfuite  as 
definitely  ao  it  dses  in  eeononic  life*     The  State  has  a  waiy  definite 


I 


responsilsility  in  the  training  of  the  atypical  child,   init  it  is  not 
econo^oicol  to  @o  to  the  «xtr«cui  of  overeducating  it,   moA  at  the  noam 
tiiatt  ne^eot  the  opeoinl  tr^iiiiinc  of  the  Toigr  Miperior  child, 
16*  The  q[UGstion  of  the  control  of  feebl0'4:ilndedB«8S  is  ono  th^it  school 
adainistrators  cannot  evade,   but  laost  Join  ^ith  otlier  civic  and  aocial 
trorkcro  in  oolvine  the  problOQ*     The  public  oohoel  attoiipte,   at  tre- 
Bisidoua  effort  coid  eacponee  to  aaiko  the  atypical  cdiild  as  neaxly  liko 
the  noxoaX  child  ao  pooslblc.     It  io  oirtircly  fitting  that  this  bo  done 
vithin  ILiito*     ^But  at  the  s^^uio  ti  e,   ooliool  odninistratore  zmst  realize 
that  such  e  ffort   in  naror  oaoes  vill  not  henefit  society  for  all  tine; 


for  unfortunately  acquired  clioracteri sties  and  habits  are  not 

to 
on/the  next  eencrition  as  surely  eatd.  as  definitely  as  are  heroditaxy 

ten^.cncioo,    lor  tixe  fozuer  have  to  6o  devoleped  following  birth.     In 

other  tyordo,   in  many  cases  the  jnillinc  up  of  another  eMctoration  of 

a^rpicals  tovard  noznaX  has  to  ho  rei>eated* 

17.  avDatios  of  sueh  ease  studios  mm  atoot*  lAiov  that  the  putaio  oetaMl 

mist  eidapt  its  progron  to  neet  the  individual  neote  of  i^ill  the  chil- 

dr«i  of  all  the  people;  oad  that  it  can  only  cjo  this  as  it  discovers 

the  spooific  aoaoto  and  liabilities  of  each  child.     At  the  Mne  tiuo, 

that  the  school  in  neet  lag  these,  sehool  adninist  rotors  imst  c^vs 

serious  oonoideration  to  naiQr  far  rooehinc  oocial  problono,  i»3iich  the 

3tuc|y  of  individual  eases  brings  to  th^a. 


i 


1?.3 
CHAIfER  VI. 


wamusr  ahd  cojiclvsigss. 


Tlic  case  uetiiod  as  applied  to  education  io  defined  as  the  iu>de 
oi  discoveriii£;  tlie   educational  needs  of  an  individual.     The  neceouity  for 
the  c   ae  nethod  ef  attacking  slnilor  problems  in  the  field  of  social  relief 
points  to  the  conclusion  th^it  the  case  zaethod  ohould  be  applied  to  problotis 
in  odUGL^tion.     That  ouch  a  nethod  of  stuc^inc  those  urito  are  to  be  educated 
is  of  Tital  iiaportance  io  evident  ifticn  m   consider  that  the  public   ocliool  is 
beinc  held  responsible  uore  and  nore,   not  only  for  a  constantly  increasing 

nrc  of  te:ctobook  inctruction,    but   also  for  finding  and  ncotinCt   to  a 
(TO  tcr  or  less  oxtont,   vocational,   health,   and  recreational  noodo,   pre- 
iition  of  delinquency,  cooperation  with  cnployors,   and  the  lielplng  of 
;:ucient8  to  overcoiae  naB(sr  adaptive  difficulties* 

Individual  differences  are  found  to  he  inJieront,    iO  Tvell  as  qc» 
ired  throuc^  environ' -ent  and  easporience,   and  therefore  nuat  be  considered 
in    jxct  oclierae  of  uuuuiibion.     To  discover  the  nature  and  extent  of  individu- 
al differencoD  in  a  civon  croup,   a  case  study  involvine  Infornation  on  all 
do  t  coiitributinr  f-.ctors  oust  be  nade  for  e  \ch  neabet  of  the  f-roup« 

Training  in  ea^horint  such  data  io  as  needed  in  education  as  in  other  fields 
ere  the  cace  act  hod  is  uoed* 

The  problens  wliooe  intellicent   aolution  depend  upon  tlie  data  in 
cose  Qtuc^,   or  a  coiopilation  of  ease  studies,   are  legion.     In  eveiy  jjbamm 
curriculuu  buildinc*    in  handling  student  probl^as  of  "11  kindo,  perstHial 
HT  in  (roups,    in  claooification  of  pupils,   in  adninistrative  problci:is, 
lelnc  frori  location  of  school  'cuildincB  to  fomul  ition  of  educitional 
ilicies  -•  in  fai  these  vaQrs  and  in  raarflr  etSiers  —  caae  studies  should  In 
fom  be  a  detemining  factor. 

Bandall  T,  Condon,    Superintendent   of  the  Cincinnati  Public  Schools, 
the  foreword  of  tlie  1919  Manual  of  Instructions  for  keeping  the  HhQraical 


1 


ic,   and  Social  R«eord  of  ruplls  in  tht  ^mamAa'ty  Schools  of  Cinoin- 
.  iti,  zaalRjfl  a  strong  statetient  for  tlie  utm  wt  eaae  recorvis«     **Careful, 
raMid«2iie»  ^iiQrsleal  and  social  records  are  to  be  kept  for  all  oMldren  at* 
I  tending  ttm  eleaentaxy  schools*    •    .    .       T!i#0e  records  should  load  to  a  nors 
Ptiacrlninating  stu^  and  sjnapathetic  underotanding  of  children;  they  ahould 
■  afford  a  valuabls  index  to  tlieir  ability,  needs  and  aptitudes;   alioidUl     0i<-> 
PlAle  teachers  and  school  officials  to  offer  ouch    .dries  and  suioistance  as 
will  lu3lp  yoymi   people  to  nake  a  hotter  une  of  their  sdttsatioaal  opportuni- 
ties;  should  lead  to  a  v^ariation  of  opportunity  asrs  nearly  adapted  to  in- 
dividual needs  and  capaciticfs;   and  sho  -Id  result   in  a  nore  intellifont  choice 
occupation,  vrith  a  better  scliool  pr^taxatlon  in  anticipation  of  the  r-.> uic* 
**Sut  the  teaoJbiag  and  the  :adTice  nuot  be  ^iven  with  a  ^xxop^eAcf*  of 
the  social  factors  \^ich  nffsct  a  pupil*s  life,     Mthout  this  kno^Xedes 
ve  arc  woxkinc  in  ths  da>!k{  «•  fail  to  imdsrstand  his  nssds  and  we  are  un- 
ae  to  ci^e  th«  adrios  and  asslstlsiise  i&ioh  will  he  noot  helpful.     Tlis 
achor  lauot  know  her  xjupiXs  if  Sbs  is  to  teach  thoa*     Sb«  oan  not  know  them 
eoa  she  knows  the  haaes  fron  which  they  owas*     The  s<^ool  and  the  ]io3:e, 
the  toriclier  and  the  prirents  are  forces  in  sdtesation  T7"iich  nu  't  not  bs 
diTided. 

"The  school  io  Tsa^ine  out  it  a  hoids  to  ovcry  field  r^ere  tfiildren 
Ik  Mid  play  and  stu<^.     It   is  takine  into  account  all  the  influences  idiich 

daand  affect  child  lifs;   it   io  trying  to  u  Ify  these  forces,   and, 
,ercver  necessary,   to  riodiiy  then  in  the  interests  of  the  children, 

•Such  records  as  are  proposed^  are  absolutely  nosMiaaJcy  in  tliis 
rcer  conception  df  education  and  of  the  relit  ion  of  the  scliool  to  the 

ity.     If  criTGfiaiy  kept  rmf".  vrinely  used  they  rtiould  be  of  creat  ao- 
st.jace  in  tho  solution  of  educational,   social  and  vocational  prohlens." 


Ssos  Kanuol  of  Instructions.     Phycical,   -Icaderaic  and  Social  Record  of 

Pupils  in  the  iSicuentaiy  Scliool o,     Cincinnati  Public  Schools,  1919. 


1.25. 


mSXJLOmASBIm 


Jane.       Thm  %lrit  of  Youth  suid  the  City  Streets.     llBiiiiim    ii 

BwfYork,    X909.     pp.   1  -  162, 

Affleck,   G,  B,     A  Mlnisnsa  Set  of  I'ontative  HiyDical  Standards  for 

Qiildron  of  ^o}iool  ^V;<^»     PedaotffUwl  Siiaincjy  XXVIZ« 
Dec,   1920.    pp.    324  •   354. 

BmOanm,   Julie  ^2,     The  I?lrfjt  Practical  Gtopo  in  Selecting  Gifted 

Children  in  a  Larce  Oit;-'  School.     Contlnentul 
Printinc  Co.     Hew  Yoik.     1921.     pp.  1-22, 

tablet »  A.  &  Sinon,  T,     The  Devele|iaent  of  Intellif-Gncc  in  Children. 

WllllcuiiB  &  Wiiklns  Co,  33alti},iore.     191C,  pp.  01  -  -    -^- 


f  ■  -» 


Bronnor,    A.F,     IndiviJu.a  Variitlono  in  'tontr,!  ^.quipiaent •     Hatlonal 

Conference  of  Social  ^'ork.     1920,     pp.  SSI  •  9, 

Cabot,  R,  C,     Th«  I>»6ter  and  i»oolca  worlcer.     Hou^^hton  ITlfflin  Co. 

S»stoa,     1919,     pp.  1  -  108, 

Cliapin,  7.  Stuart.     Field  Uork  and  Social  Reamvrch*     Ciiimy  Co* 

York.  1920, 

Chspin,   F,  Stuart,     Standard  of  Li  vine  in  »•»  York  City,     Hew  Yoxk 

Cli^rities  Puiaicatlon  CoKtlttee,     1909,  pp.  154*lS6i 
173;   102  -  185. 

Cole,   L,  W,     Prcrentlon  of  Lockotep  in  Scliools,     School  and  Society, 

Vol.   XV,      Ho,    374.   iol>.    25,1922.      pp.   211  -  217. 

I>ewgr,  i^elsm.   Child,  ;4al3y,  Buul^  a«irdol«y.     Hethodo    m^.  Heoulte 

of  Testine  S^iool  Children.     S,  F.  Ihitton  Co, 
Hew  York,   1920,     W9»  135  .  170. 

Dewey,   Joim.     Hew  We  Think.     D.  c.  Heath  &  Co.     Hew  York.     1910. 

pp.    214  -  224, 

Dewqr,   June  K.     luting  for  Intellic^w*  end  Wlii«T«!peraRient ,     School 
^  and  Society  12:     S9S  •  4, 

SAm»,   Irwin,     Ilunan  Traltn  nnd  their  Social  Sifinlflonnce,     Houston 

Mifflin  Co,     Boston,     19«.     »p,   1  -  459, 

Federal  Beard  of  Vecotlonal  Edueatlon*  BvOletln  H»«  e4,     Induetrlal 

RcAlbilitutlon  oerlM  Bo.  2,     tmOmr-xl    k>  rd  nf 
Voc,    '4,    yhtAint^on. 

itemuokp  RiQrjuuid.     AeconpliotaiGnt   (^uetlont,     Tesehers  College  Record. 

Vol.   21.     IJov,   1920.     pp.   432  -  440. 

4 

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Maenillan.     Hew  Yoxk,     1914.     pp.   548  -  557;   575. 

Goddard,  H.  H,     Huoan  j^fficiency  and  Levele  of  Intelligence.  Princeton 

University  Press,     Princeton,     1920.  pp.  1  -  120. 


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Gialch,   L.  H,     fhar  S5,000  children  ^it  tIot\,     ^orld»8  Wortc.  Anrll 

1910,    XX,   pp,      13285  -  9, 

IIall*>Q|te8t»  $m  %m     attperriSAd  Stu^.     Il-icnillon,  1016.  pp,  33  •  61, 

Ilart,   Joseph  K*     Th«  Clvie  BaalEgywmd  oT  a    School,     3urviQr,  Jan,  P.2, 

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Boston,     1915,     pp,   18  •  29;   120,   135,   185,   296. 

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SiRDon,  V,  A«C,     Xntelllgenee  end  it«  MMMDMserit,     A  Sgneapoaiueu 

Journal  of    Educational  Ps^cholo£Sjr*     HcQr*   1.9SX, 
pp,   196  •  199, 

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1910,   K>»  1  -  1S6, 

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